Sentence examples for external learners from inspiring English sources

The article also proposes areas for further research and argues for more studies into external learners' use of podcasting resources.

Despite the fact that respondents used the iTunes U site from a distance university, the paper argues that the respondents are comparable to external learners who use resources from other iTunes U sites.

Projects should focus on collaboration and the social skills required for successful teamwork; Projects require qualified educational mentoring; Project teams must have constant opportunity to obtain support from external experts; Learners must have the freedom to develop their own ideas, and they have to be responsible for the implementation of their ideas.

It shows that external iTunes U learners are very different from the internal users and practices described in the literature so far: there are more men than women, mostly middle-aged, and they use the resources mostly for personal reasons.

In the 1960s and 1970s foreign language research redirected the focus from factors external to the learner to factors inside the mind of the learner.

To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task load, either by some external agent, the learner herself, or both.

This paper presents the first full profile of the external iTunes U learner and their practices and opinions of the materials they download.

Evidence regarding the promotion of independent learning was gained from staff, mentors, learners and external examiners.

In this paper, we present a novel phrase chunking model based on the proposed mask method without employing external knowledge and multiple learners.

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment.

The work presented here is founded on the hypothesis that peer interaction in relation to external representations can benefit learners in fostering appropriate understandings of complex science concepts such as self-assembly.