Sentence examples for Classroom-based learning from inspiring English sources

A new director, however, signals that he wants to undertake a "Training Modernization Initiative" -- including, among other things, a shift from classroom-based learning to distance learning.

As an alternative approach to traditional classroom-based learning environment, an online platform based on instant messenger (IM) is developed for subgroup discourses of Principles of Art Pattern Design (PAPD), one of the basic courses in art and design education.

It usually consists of two years of classroom-based learning and two years of patient-oriented clinical training.

As the line between virtual and classroom-based learning continues to blur, some see Stanford's move as a sign that so, too, will the line between secondary and higher education.

Relying solely on classroom-based learning has a reputation for being inspiring in the moment but offering little to no transfer of training — nothing changes back on the job.

When it does, the design of the curriculum is infrequently based on interprofessional workplace learning principles and it does not always integrate practical experience with classroom-based learning activities.

This bureaucratic ritual feels like a metaphor for the whole business of classroom-based language learning.

In line with this theoretical stance, the STeLLA program is organized to support grade-level specific, classroom-based ("situated") learning over time, with more direct scaffolding and guidance by PD tools and PD leaders at the beginning of the program that moves toward more teacher-directed work at the end of the 1-year program.

It serves as the central locus within the program for classroom based learning and fosters a sense of community among fellows as they all gather for the seminar each week for 2½ hours on Tuesday afternoons.

While traditional teaching and learning is typically teacher-directed, content-driven, text-oriented and classroom-based, experiential learning involves active participation of the student in planning, development and execution of learning activities, is shaped by the problems and pressures arising from the real-world situation and occurs most effectively outside the classroom.

I primarily work on developing pedagogical approaches for teaching statistics with a focus on the introductory statistics classroom, such as active learning, flipped classroom, and team-based learning.