The teacher facilitates the development of the social and intellectual characteristics of learning environments.
The investigation explores key characteristics of learning in TMOs and their impact on performance.
In this paper we study the key characteristics of learning resources that have proved effective in changing learning and teaching, and relate them to existing frameworks for understanding resources.
The results indicate that even the most disadvantaged student could learn to reason statistically, and they also point to several characteristics of learning environments that are effective in meeting this objective.
All but absent from the revised EYFS statutory framework is any explicit reference to understanding the characteristics of learning and how important it is that practitioners and children's families understand how children's dispositions and attitudes, creative thinking and problem-solving develop.
A learning ecosystem has been described as a means for orchestrating a variety of learning approaches given by the varied characteristics of learning processes (Siemens, 2003).
Zhu, Sun, and Riezebos (2016) also list desirable characteristics of learning technologies, stopping at ten, but leaving the framework open to include any new approach in fashion.
Therefore, our research question is whether students' emotional states are determined (1) by students' self-regulation as a personality characteristic (2) by time-varying characteristics of learning situations, (3) and by the interaction of self-regulation abilities and learning situations during class.
In accordance with the interactionist paradigm, it was assumed that emotional states are affected by personality characteristics, by time-varying characteristics of learning situations, and by the interaction of personal and situational characteristics (e.g. Matthews et al. 2003; Nezlek 2007).
Characteristics of learning situations during the observed lessons were assessed by video-based time-sampling analysis (cf. Faßnacht 1995) using the software Videograph® (Rimmele 2013) and a defined category system which we adopted from Seidel et al. (2001) and Seidel (2005).
