Dual learning means combining the usual way and electronic devices
Dual learning is a learning paradigm that combines two learning strategies with the sole aim of enhancing and maximizing expected learning outcomes in students. One of the effective dual learning strategies is combining practice-oriented and theoretical learning. Another example is combining manual and electronic learning approaches. Please, find attached, a very helpful publication. Best regards
Dickson Adom
Dual learning is a learning paradigm that combines two learning strategies with the sole aim of enhancing and maximizing expected learning outcomes in students. One of the effective dual learning strategies is combining practice-oriented and theoretical learning. Another example is combining manual and electronic learning approaches. Please, find attached, a very helpful publication. Best regards
Dickson Adom
Electronic devices combining I prefer not to do too much , unless I am training engineers in Industrial set up.
Teaching in a class room , I prefer doing like a old-school teacher , discuss while listening , learn while teaching ...
Dear Dr. Ibtisam
I have a criticism of this type of learning with the name of it, Because the goal of regular education and the use of electronic means is one which is establishing the knowledge in the student's minds, we can call it ( dual learning ) if there is a goal for each
For example, the goal of regular education is to communicate and establish knowledge to the student, from the other hand the aim of using electronic means is to teach the skills of using electronic devices.
Dear DrSalam Jassim Hmood
Recent studies have proven that the use of more than one sense helps learning better than one sense education is the regular way using student's sense of hearing is in this kind of education uses the student sense of hearing and sight of the hand as well as electronic devices and technology to keep up with Progress.
Best regards
More than two decades of work in vision posits the existence of dual-learning systems of category learning. The reflective system uses working memory to develop and test rules for classifying in an explicit fashion, while the reflexive system operates by implicitly associating perception with actions that lead to reinforcement.
Dual-learning systems models hypothesize that in learning natural categories, learners initially use the reflective system and, with practice, transfer control to the reflexive system. The role of reflective and reflexive systems in auditory category learning and more specifically in speech category learning has not been systematically examined. In this article, we describe a neurobiologically constrained dual-learning systems theoretical framework that
is currently being developed in speech category learning and review recent applications of this framework. Using behavioral and computational modeling approaches, we provide evidence that speech category learning is predominantly mediated by the reflexive learning system. In one application, we explore the effects of normal aging on non-speech and speech category learning. Prominently, we find a large age-related deficit in speech learning. The computational modeling suggests that older adults are less likely to transition from simple, reflective, unidimensional rules to more complex, reflexive, multi-dimensional rules. In a second application, we summarize a recent study examining auditory category learning in individuals with elevated depressive symptoms. We find a deficit in reflectiveoptimal and an enhancement in reflexive-optimal auditory category learning. Interestingly, individuals with elevated depressive symptoms also show an advantage in learning speech categories. We end with a brief summary and description of a number of future directions
https://csd.utexas.edu/sites/default/files/ChandraKoslovMaddox2014_Frontiers.pdf
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