Sentence examples for higher order learning from inspiring English sources

In the languages of cognitive and policy sciences, higher order learning on a scale ranging from individuals to professional and business communities, to the society at large, is needed.

According to this hypothesis, this change is possible because shocks enable higher order learning about infrastructure, which is learning involving a critical evaluation of existing principles and their suitability to complex situations.

As noted by Carayannis and Campbell (2012, p.3): "democracy shapes and drives government, academic, and industrial policies and practices and where a proper calibration of the issues addressed and the frequency modulation of the feedback received via [a democratic action] allows for higher order learning to impart intelligence and enact wisdom in choices and initiatives".

This process is also highlighted with Constructive Alignment, as described by Biggs[ 24, 25], which integrates the alignment of teaching with outcomes, to promote higher order learning.

The observed decay in results and the non-significant poorer performance of EVS students at delayed testing does not support the hope that EVS could promote higher order learning.

Thus acoustic processing studies of rodent models also suggest evidence of deficits in higher order learning and/or memory systems in subjects with focal cortical developmental disruption as seen in microgyria – prompting intriguing questions regarding the putative relationship of neuronal migration anomalies and other cognitive deficits associated with dyslexia (e.g., working memory; [ 16, 38]).

This is in agreement with another report showing that dentistry students preferred e-Learning tools to higher-order learning activities [ 13].

We reduced the phyla/divisions examined by students from 6 to 4 to focus students on the higher-order learning goals: emphasis on evolution-based higher-order integration of concepts and evidence-based science reasoning in the post-lab write up.

Since we did not have any higher-order unrelated exam questions for comparison, we were unable to estimate the proportion that the plant-biodiversity lab itself versus the other inquiry-oriented experiences improved higher-order learning.

Four factors that likely make evolution-based higher-order learning goals difficult to achieve in these labs are: the novelty and quantity of required declarative knowledge, the number of integrated concepts, the theoretical nature of evolution, and limitations on working memory.

Unfortunately, undergraduate learning environments, which are often characterized by lecture-based courses with high enrollment, are not always conducive to higher-order learning of complex subject matter.