Sentence examples for clarity of learning from inspiring English sources

In fact, a change of the examination was the main tool to achieve clarity of learning goals in relation to students.

It is also worth noting that, in the revision or re-designing process of curricula and assessments, voices of learners and their parents, both important stakeholders of the CSE, should be heard in such matters as the clarity of descriptions of learning objectives, the feasibility of achieving the objectives, and resources available to help learners achieve the objectives.

Certainly, he was familiar with David Hartley's Observations on Man (1749) which clearly, on the one hand, proposed a parallelism between mental states and bodily states, and, on the other hand, articulated with equal clarity an associationist account of learning.

With clarity around job requirements, lots of learning options, assessments that let learners show what they know, and portfolio and recommendation systems we will see less consumption of traditional higher ed and more consumption of free or cheap just-in-time, highly relevant skills training.

The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity.

The questions used in the present study sought ratings for the use made of the timetabled hours available for the subject, lecturers' concern for students' learning, clarity of theory classes and lecturers' teaching abilities, lecturers' punctuality, quality of the assessment tests, students' learning of the subject and general evaluation of the subject.

The clarity of what I had learned pushed me to find spaces to be alone.

Clarity of goals, freedom in learning, fragmented knowledge/relevance and perceived quality of teaching are factors that Baeten et al. [ 17] identified as perceived contextual factors which similarly impact on approaches to learning.

These short lectures were usually 20 30 minutes in length and were used by the instructor in order to provide clarity of difficult concepts and reinforce the students' learning.

None of these issues are insurmountable, but they will require a clarity of purpose and a willingness to innovate and learn in the public interest.

Using theories from mass communication and education, we designed an online lecture which employed a 2 (modality) × 2 (clarity) between-subjects factorial design to better understand how variations in the mode (text only; audio and text) and structure/clarity (high clarity; low clarity) of information impacted feelings of instructor closeness, credibility, and perceived and actual learning.