Sentence examples for feature of the learning from inspiring English sources

Feature impact: This code focused on which feature of the learning material was perceived by learner to be useful in learning and how learners derived learning help from it.

This feature of the learning process is unavoidable in our model, unless learning is instantaneous.

Students and apprentices receive close guidance in direct contact with more experienced workers, but also the more indirect forms of guidance, such as observations of more experienced workers and features of the learning context, are being described (see Billett 2002).

The questionnaire consisted of five items measuring how certain features of the learning environment impact student learning: worksheet, problem statement, tutor, team dynamics (level of involvement within a small group of 5 students) and class dynamics (level of involvement between teams or in a larger group of about 25 students).

It takes dependencies of the feature subset on the learning algorithm into account and is computationally more demanding.

However, as evident from the illustration, information from the test set has already been used for the inference of the classifier, by choosing an appropriate subset of features for the learning algorithm (Fig. 1B).

An important feature of the incident learning system is that it requires an investigation of sufficient depth to discover the basic causes of an incident according to a predetermined categorization and thereby facilitate the determination of meaningful corrective actions.

The leading features of the learning intervention are summarised including the content and design of a training course for senior engineering management which is central to the intervention.

To determine what kind of support is to be provided, the features of the learning tasks and learning content as well as the learning performance, personal factors and real-world status of the learners need to be taken into consideration.

The students' responses revealed two important features of the learning environment that operate through the hidden curriculum to influence how they learn professionalism: resource constraints and the cultural context.

The aim of this study was to investigate whether student characteristics such as gender, previous working experience in healthcare, educational progress and such features of the learning environment as educational programmes and curriculum design have an impact on the students' readiness for interprofessional learning and how open-minded they are about co-operation with other professions.