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If question-asking is so fundamental to science, why has there been no research into how we might improve question-asking for learners in our places of education?
Learner comments on module questions most commonly pertained to the number of questions (usually asking for more of them) followed by complaints about the quality of the questions.
Learners frequently ask for more tables, diagnostic algorithms, and images to support the text.
Facilitators suggested that the learners always asked for sports and game materials.
Some evidence suggests that typical prompts that worked well ask learners for overall principles that can be applied for problem-solving [ 7, 70].
Ask learners for feedback.
Also, the learners were free to ask for help as needed.
The most successful students are those who can self advocate, articulate their disability, ask for help, and be motivated to become independent learners.
To address this issue, this study designed two types of self-explaining prompts: the reasoning-based prompts asked the learners to reason the action run of the animation; the predicting-based prompts asked the learners to predict the upcoming action of the animation, and then asked for reasoning if they made a wrong prediction.
Most of the teachers did not ask for revisions while the research findings underscore the positive effect of revision on improving learners' writings.
The virtual enemy agent is responsible for asking questions to the learners.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com