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Computer based learning can be affected by many variables.
Computer based learning can be made interactive to encourage better deeper learning [ 22].
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A primary goal was to test the notion that effective robot learning can be based on neural habituation and sensitization, so validating the suggestion of Hawkins and Kandel that (associative) classical and 'higher-order' conditioning might be based on an elaboration of these (non-associative) forms of learning.
Based on the analysis, I argue that the significance of genre-based learning can be captured more fully through observing how learners recontextualize their genre awareness in their writing.
Examples of the implementation of mastery-based learning can be seen in schools around the world.
Game-based learning can be done through either (1) education in games, which is the adoption of existing recreational games in the commercial market for educational use (e.g., Gee 2003), or (2) games in education, which is the development of educational games with constructivist learning paradigms in mind (e.g., Shaffer 2006).
Web-based learning can be used in different ways to enhance learning.
These approaches may involve travelling and time spent away from work, whereas internet-based learning can be comparatively inexpensive.
While no differences in post-intervention scores were observed between groups, we conclude that problem-based learning can be effective, particularly in a small-group context.
Computer-based learning can be equally or more effective than live instruction and more cost efficient if effective techniques are used.
Whilst research suggests that problem-based learning can be successfully applied in online learning environments (Woltering et al. 2009), the approach must be student rather than technology centered (Sitzmann et al. 2006), and the aforementioned principles which guide problem-based learning should be clearly recognisable in the online problem-based variant of such courses.
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