Sentence examples for learner challenges from inspiring English sources

Adaptive scaffolding involves responding to individual learner challenges.

Learner challenges to warrants indicate learner disagreement with the use of specific evidence to form its claims (e.g. 'I misunderstood the goal of the exercise' (Van Labeke et al. (2007)).

Learner challenges included perceived decreased learner access to the supervisor, increased anxiety among some learners, reduced exposure to patients with the caseload distributed between a number of learners and patient reluctance to see junior learners.

LEARNER (challenge-belief): I think my [division] level is [high].

LEARNER (challenge-assessment criteria): You need [multiplication] to do [division].

For example, although interacting about the learner model has been found to be motivating, as it is a change from the main learning task (Thomson and Mitrovic 2010), this was a short interaction where a learner challenge results in a test item being provided, so that the system can verify whether the learner's claim about their knowledge is to be considered correct.

On the other hand, de Jong and van Joolingen (1998) describe different ways to support learners' challenges with discovery learning using modeling and simulation.

Several of the learners challenged the other learner's participation during collaborative activities due to persistent communication problems.

Multi-level learners present challenges to the learners and the practice by increasing pressures on resources, staff (administrative and supervisors) and infrastructure.

Unlike the interaction symmetry of the full negotiation found in the previous systems, xOLM allows the learner's challenge to succeed in cases of unresolved disagreement.

Mastery goal-orientated learners face challenges, persevere in difficulties (Dweck, 2000), utilize elaboration strategies, and attain high levels of performance due to their intrinsic motivation (Elliott & Dweck 1988).