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All levels of learner reported that this teaching model was very effective for the learner as there was ready access to a consultant GP teacher.
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For instance, some learners reported that they were distracted by the eye and head animation of Laura, a virtual tutor that teaches Spanish [44].
Learners reported that all testing methods were useful in measuring knowledge and clinical ability and should be used for accreditation and future training programs.
For example, self-organised learners reported that they could participate more actively in the classroom and that they were significantly more interested in the subject matter than students in teacher-centred (instructed) learning arrangements.
Learners reported that their workmates stand in for them at workplaces to enable them do their study in blended learning while 61% are encouraged by their bosses to go and improve their skills through further education and training.
Most of the incidental learners reported that they were "not effective" in learning the spatial layout of the environment and would have "paid more attention" if they had known that they were going to be tested on the spatial properties of the environment.
In particular, it is worth pointing out that the pre-test mean score was nearly at an average level (( overline{mathrm{X}} ) = 4.72 out of 10) although a very large majority (95.7%; see section 4.2) of the learners reported that they had never taken any intercultural course before.
Over 85% of learners reported that they would or would maybe recommend Septris.
Learners reported that GP supervisors in these practices were clearly responsive to their needs, flexible regarding the type of learning opportunities being provided, and able to deliver teaching in innovative ways.
Specifically, neither of us found a difference in landmark recognition and ordering between incidental and intentional learners, but van Asselen et al. reported that intentional learners performed survey spatial tasks more accurately.
The effectiveness of the LMS was rated at 79% by learners reporting that they found it useful (89%) and using it makes their learning activities much easier (75.2%).
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com