Within this framework our research focuses on automating the diagnosis of learner behaviour.
The result is a highly structured subject matter model that enables the diagnosis of learner behaviour by means of an adapted version of the GDE algorithm.
The general design has taken into consideration models of the learning process and subject matter as well as potential learner behaviour in dealing with fundamental tasks.
An experiment has been conducted that shows the viability of the approach taken, i.e., given the output of a qualitative simulator the procedures we have developed automatically generate a structured subject matter model and subsequently use this model to successfully diagnoses learner behaviour.
The four key domains of the Kirkpatrick model are learner satisfaction, learner knowledge, learner behaviour change and organisational change.
This study did not examine whether the formative assessment resulted in change in learner behaviour or patient outcomes.
Workplace-based assessment (WPBA) of clinical competence, directly observing trainees at work, has been recognised as a powerful means of changing learner behaviour, with evidence existing for its reliability and validity [ 14- 17].
Having an in-depth understanding of learners' behaviours and learning patterns will be very important to researchers and educators in developing more effective learning tools and strategies.
This produces a multifarious picture of learners' behaviour.
