"enhanced learning outcomes" is a correct and usable phrase in written English.
It refers to the improved results or achievements that a person or a group of people experience after participating in a learning activity. Example: The implementation of technology in the classroom has led to enhanced learning outcomes for students, as they are able to access a wider range of resources and engage in interactive lessons.
Within CMC technologies, one of the applications in language learning involves student participation in online discussion forums (DFs), which can be conductive to enhanced learning outcomes.
Engagement coupled with motivation is considered very important for enhanced learning outcomes of all students (Schlechty 2001; Woolfolk & Margetts 2007).
Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for "good" learners.
Evidence suggest enhanced learning outcomes over time, in terms of increasing accuracy and degree of self-correction of observations (Bonney et al. 2009).
Together with the exam results the student feedback indicates enhanced learning outcome.
The results show that relatively simple alterations in instructional practice (e.g., increasing instructional statements from once to twice per week and engaging participants in dialogue through open-ended questioning) yields a substantially enhanced learning outcome within this environment.
This poses a particular problem because the enhanced behavioral and learning outcomes of glucocorticoids may be an artifact of, or partially explained by, increased nutrient transfer in milk.
This behavioural pattern has been attributed to increased levels of striatal dopamine when patients are ON medication boosting prediction error signals resulting in enhanced learning from positive outcomes.
- Continuity in support to less conventional subjects such as life skills, arts and sports, positive affiliation with CS on the part of students and staff, equity in access and learning outcomes, and enhanced community interactions will require to be guaranteed following the CSP handover.
A secondary objective was to establish a baseline for evaluating longitudinal learning outcomes after introducing enhanced CAM instruction.
We propose that an understanding of student's perceptions provides important elements in the development of enhanced educational strategies leading to better learning outcomes.
