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In addition to learner model visualisations, we have also seen that the reasoning or the evidence for learner model data can be externalised to users (e.g. Bull and Pain 1995; Johnson et al. 2013a; Kay and Lum 2005 Tchetagni et al. 2007; Van Labeke et al. 2007; Zapata et al. 2007).
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All focus group participants reported teaching learners of their own professions in addition to medical learners, however the discussions concentrated on the NPHCPs' work with medical learners.
*Greidanus and Nienhus (2001), for example, in addition to comparing learners' scores, found that the correlations between the three types of relationships themselves (i.e., paradigmatic, syntagmatic, and analytic) and their correlations with learners' general French proficiency were all very small and non-significant.
In addition to examining interactive discussions, learners' written products were also considered to validate the effectiveness of interactionist DA approach.
In addition to germane cognitive load, learners experience intrinsic and extrinsic cognitive loads while learning from ILEs.
In addition to the more personalized, learner-centric academic pathway, students and parents express interest in online and blended learning environments due to the opportunity to offer expanded course options and address scheduling concerns.
In addition to visualising the content of the learner model, for learner models to be negotiated, a way of showing the evidence or reasoning is required.
In addition to visualising the contents of the learner model, some systems also make the reasoning or evidence for the learner model data available to the user.
In addition to educators and visually impaired learners, institutions and sighted students that take part in the inclusion process are important as well.
This process of maintaining the learner model, in addition to offering a different task to increase motivation (Thomson and Mitrovic 2010), can also be a strong facilitator of metacognitive activities such as reflection and planning (Bull and Kay 2013).
Closer analysis of results of empirical studies, similar to those reported above, revealed other factors like topic complexity and learner characteristics, in addition to engagement level with visualization, influences the learning outcome from visualizations.
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