Sentence examples for characteristics of the learner from inspiring English sources

SRL is guided and constrained both by personal characteristics of the learner and by contextual features of the environment (Pintrich, 2000).

begin{aligned} mathrm{Euclidean}_mathrm{distance} ( {L_i,L_j })=sqrt{sum limits _{k=1}^n {(L_{ik} -L_{jk} )^2} }, end{aligned} (1 where (L_{ik}) denotes the characteristic k of learner i and n is the number of characteristics of the learner.

Learning aims will ideally be matched to the needs and characteristics of the learner audience.

[ 16] Based on their work Cervero [ 17] developed a model that suggested that the type of change, the educational intervention, the personal characteristics of the learner, and the work environment in which the potential adopter was located affected adoption.

Overall performance on the tasks differed by characteristics of the learners.

While the three aforementioned presences are richly nuanced and intersect with one another, they are situated in the subject context, the characteristics of the learners and the technology.

The approach to find the neighborhood of a learner is advanced as it is considering different characteristics of the learners such as their learning styles, prior knowledge, expertise level and performance within the course.

One emergent theme of the papers in this special issue is that the "same" learning environment is differentially demanding and produces different results depending on characteristics of the learners, most importantly their knowledge in the task domain.

There was a significant correlation between samples major and their attitude toward the role of educational programming (p = 0.00), conditions and facilities of the educational environment (p = 0.003), and conditions and characteristics of the learners (p=0.03) were observed.

The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system (ITS) based on the cognitive characteristics of the individual learner.

However, giving learners a pre-test in order to infer their knowledge level first defies in a way the whole purpose of our intended goal: inferring learners' prior knowledge level from characteristics of the tutor-learner interaction only, without an explicit pre-test.