In general, learners start from a single problem exercise.
In general, learners liked all testing methods, with the majority of learners responding in the affirmative when asked whether each examination method was valuable for use in future programs and accreditation, and for measuring fund of knowledge or clinical abilities.
In general, learners' ability in translating between, seeing the relations between MERs and connecting across MERs, plays an important role in deciding learning effectiveness while learning from MERs (Ainsworth 1999, 2006; Kozma and Russell 1997).
In general, the learner's characteristics can be linked to the so-called learner's learning style (which is a part of the learner model) to provide the instructor with extensive knowledge about the learner's characterization in perceiving and processing information.
Therefore, in general education, fostering learner problem posing is an important task.
The discussion embraces an important characteristic of technology-based education in general, where the learner is at the centre of the learning process, allowing him or her to have some input into the content and sequence of the learning process, and thus more independence and greater control over it.
This study explores the educational benefits and challenges of multi-level learner general practices in a rural setting.
The study involved three multi-level learner general practices located in rural areas in the state of Victoria, Australia.
We define multi-level learner general practices as providing education across undergraduate (medical students), pre-vocational (interns) and vocational (registrars) programs.
There was a general pattern that learners scored significantly better on more frequent items than less frequent ones, which was true for learners with different years of studying French in their respective university.
