Sentence examples for enabling the learner to from inspiring English sources
What is often lost in the polemics of education reform in this country is the question of whether we are situating learning in the lives of the students in a manner that deepens the opportunity for innovation, creativity and a resilience of spirit, enabling the learner to, as Ken Robinson has written, "cultivate the real depth and dynamism of human abilities of every sort".
One of the limitations of the eClinic program is the lack of an index or an internal search engine enabling the learner to undertake searches for specific topics covered in the eBook or the eClinic.
The virtual reality (VR), a specialized advanced area of the technology, however has been also expanding significantly enabling the learners to interact with both worlds of virtual and real [1] whilst bringing in considerable improvements into the learning process [2] and other activities (e.g., [3]).
The digital storytelling tool enables the learner to design the storyline for every step of the Ed-W story grammar separately, and to combine the multimedia files he has uploaded to his digital library.
Recently, it has been suggested that abstract notions such as material properties and artifact functions should be learnt by going through a series of contextual experiences, from which generic characteristics can be derived that enable the learner to develop the more abstract notion.
In a classroom setting, the competitive learner implements an individualistic personal learning plan and employs learning strategies that enable the learner to achieve learning goals (Johnson and Johnson 1989).
Single-loop learning, or adaptive learning, is learning that fits prior experiences and existing values, which enables the learner to respond in an automatic way.
Comparing the speech and the visual signals simultaneously may enable the learner to see how the pitch contour develops as a function of time and how parts of the sentence are related to parts of the contour.
Change in conceptions can be thought of as learning that enables the learner to experience a phenomenon in a way she or he has not been able to experience it previously (Marton and Booth 1997).
While technologies' engaging factors in improving student motivation have been often researched (e.g., see Lewis et al. 1998; Niss et al. 2007), their interactive features that enable the learner to hypothesize, make predictions, and verify those predictions have not yet been meta-analyzed at the elementary and middle school levels.
