"higher learner" is a correct and usable phrase in written English.
It is used to refer to somebody who is currently studying at an advanced level or has attained a high level of knowledge in a particular topic. For example: "Ivan is a higher learner in mathematics and is attempting to find a solution to a particularly difficult problem."
Previous studies have also suggested that designs with a higher level of interactivity result in higher learner evaluations of websites.
Other studies have demonstrated increased knowledge gains and higher learner satisfaction with more interactivity in online education [ 17– 17].
Small group learning appears to be associated with better retention of material [ 3, 4], more active learning [ 5], and higher learner satisfaction [ 5].
The study was limited by small sample size (n = 50), but still demonstrated that the simulation group had a significantly higher mean post-test score (P <0.01) and overall higher learner satisfaction [ 12].
Our study showed that personal experience (including lifestyle, stress and fatigue) and clinical faculty/preceptors (including mentoring and role models) contributed most significantly to overall satisfaction for both types of trainees, suggesting that improvements in these areas could lead to higher learner satisfaction and possibly more successful recruitment.
Second, one can argue that high learner performance provides evidence of learners motivation since performance has been shown to correlate with learner's motivation.
High learner intrinsic motivation leads to persistence in online courses as noted by Menager-Beeley, (2004) and is high enough in our study.
In aggregate, learners were consistently satisfied with the CKD module, and the high learner satisfaction and improvement in knowledge support the effectiveness of this training modality.
Practice challenges were administration requirements, high learner turnover, infrastructure requirements and the requirement for supervisors to cater to a range of learner level needs.
Online medical education has become increasingly common and is familiar to practicing clinicians, and evidence shows that web-based approaches in medical education result in high learner satisfaction [ 38] and result in knowledge gains as high or higher than traditional teaching approaches [ 39].
Studies in both medical and non-medical literature have consistently demonstrated a high learner satisfaction with e-learning and the satisfaction rates increase with e-learning compared to traditional learning, along with perceived ease of use and access, navigation, interactivity, and user-friendly interface design [ 7].
