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Affective states are mobilized in interactive learning process and play a role in learning, promoting or hindering the achievement of the instructional goals.
In the present research, before each trip, an interactive learning process made use of picture cards, banners, puppets, costumes, educational toys, poems, stories, songs, finger games and educational games related to the trip.
Neurosciences in Dialogue aims to involve researchers and societal stakeholders in an interactive learning process to stimulate developments of neuroimaging technologies towards shared desirable applications with few, or at least manageable, negative impacts in society.
The major contributions of the proposed scheme are (i) the adjustable dynamics considering the current SC environments, (ii) the interactive learning process based on the iterative feedback mechanism, (iii) the sophisticated combination of the reciprocal relationship and incentive mechanism, and (iv) practical approach to effectively reach a desirable solution.
Neurosciences in Dialogue focuses on the responsible development and use of neuroimaging in three application domains - health care, education and justice & security - and involves researchers and societal stakeholders in an interactive learning process to stimulate developments towards shared desirable applications with few, or at least manageable, negative impacts.
In addition, change or innovation itself is increasingly seen as an interactive learning process [ 31, 33].
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Spatial proximity between organisations would contribute to such interactive learning processes, because it facilitates face-to-face interactions required to exchange knowledge.
An emerging body of research on the nature of the supervisor-supervisee relationship suggests that problematic supervision is characterised by confrontational criticism, the direct attribution of blame, unclear agendas, and instructive, rather than interactive learning processes [ 28].
Because the class was collaborative and interactive, the learning process was more accessible, less intimidating and actually fun, she explains.
The paper reviews related work on service-oriented architecture (SOA), distributed infrastructure, business process management (BPM) and highlights the need to integrate SOA technologies for meaningful and interactive collaborative learning processes.
To model strategic interactive situations involving learning process, we develop a new behavioral learning game.
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