Sentence examples for facilitated learning for from inspiring English sources

One or some combination of all of the mechanisms proposed above may have facilitated learning for participants in this research.

In conclusion, we suggest a novel concept of facilitated learning for skill acquisition, in which general rules about a class of behaviors are extracted and used to facilitate adaptation, minimize interference, and guide exploration.

The Undergraduate Student Learning Initiative USLIis is a campuswide project designed to promote and facilitate learning for undergraduates across campus.

Therefore, trying to see whether an educational tool, such as an app, can actually facilitate learning for young children, we need a play-testing situation that's conducted outside the lab environment.

In the face of division of labour in the knowledge-based economy, research collaboration offers knowledge producers and users the opportunity to commit to a common research and innovation agenda with the hope of generating knowledge and facilitating learning for effective economic performance and or the development of competitive innovations that will drive economic growth and development.

In other words, American school districts are pouring millions of dollars into curriculum and "programs," while the experts who were trained and hired to facilitate learning for children―classroom teachers― are ordered to apply faulty curriculum and provided with few resources to supplement it.

Indeed, we have a duty at the University of Mary Washington to facilitate learning for our non-traditional students - those who commute to college, who work and have families, who can study only at night or on weekends, or who want to take courses during the summer.

This means that education providers must provide curricula to facilitate learning for people with all abilities.

The teaching members were called 'facilitators', following design principle 3, which indicated our intention to facilitate learning for the fellows through student-centered rather than teacher-centered learning during the modules.

These findings are consistent with the hypothesis that the role of the enhanced midbrain/striatal hippocampal connectivity is to facilitate learning for unexpected stimuli (see also Lisman et al., 2011) and that this is supported by an enhanced visual exploration of these stimuli (as indicated in Experiment 2).

The intervention targeted knowledge gaps and misinformation, promoted positive attitudes toward diabetes self-management (i.e., self-efficacy) and facilitated learning of skills for change in several health behaviors (i.e., diet, PA, SMBG, medication intake) in an effort to increase self-efficacy and behavior change.