Emerging requirements for learning in the enterprise are developing critical reasoning and keeping the learner engaged.
It is taken for granted that the process of "thinking" DOES take place to some extent in the mind of a learner engaged in the process of learning, but what counts is the quality of the thinking process.
Instead, self-improvement is most likely to occur when a learner engages in internal reflection and also receives feedback from external sources.
Weinstein and Mayer defined learning strategies broadly as "behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoding process" [ 10].
The personal map layer is where the learners engage in their self-directed learning.
Learners engage passively when they receive information without demonstrating obvious behavior related to learning.
In the system, learners engage in the same task as the one described above (Kojima et al. 2010).
Thus, they are irrelevant to the task because they reflect how learners engage in social matters in peer review.
This paper outlines several of the key drivers that influence whether learners engage in cooperative, competitive or individualistic behaviour when aligned together in a peer coaching relationship.
Our results demonstrate how experimentally-manipulated task variability can be used to test predictions about the mechanisms that learners engage in dynamic decision making tasks.
