Sentence examples for learner approaches from inspiring English sources

Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches.

We describe our intervention and its development and dissemination as a model for improving patients' communicative abilities through a community-based, active learner approach.

In this paper we show an instance-based reasoning e-mail filtering model that outperforms classical machine learning techniques and other successful lazy learners approaches in the domain of anti-spam filtering.

Learners' approaches to learning are not one or another, but more or less of the approaches measured and will vary with the context.

Research in gesture for learning has shown that gesture can influence how learners approach spatial problems.

Then strategies and exercises leading to the change and improvement of the ways learners approach vocabulary are presented.

Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners' approach behaviours in the learning process.

To shed some light on these issues and also increase our understanding of how learners approach these tasks, the present study looks at the role of reading and writing in test takers' completion of summarization tasks.

By analyzing two English language learners' digital storytelling projects and their personal crafting narratives, the researcher reports how these learners approach multimodal digital story composing, construct hybrid texts to deliver their messages, and assign meanings to the semiotic resources used in their digital story through Gunther Kress' (2003) notion of design.

It affects how learners approach their education, how they relate to others, the amount of time and effort they devote to their learning, how much support they seek when they are struggling, how they engage or disengage from learning activities, and how they perform on informal and formal assessments (Usher and Kober 2012).

In essence, by embedding opportunities to reiteratively and collaboratively practice strategies for learning alongside relevant content in a premajors course, the 2007 2009 BFP aimed to have measurable impact on how students, as individual learners, approached learning science.