The interfaces describe functions for input and output: appropriate input for the senses of the learner to stimulate learning, observing (output) behaviors and providing (input) feedback and feedforward.
This form of constructive feedback affirms learners whilst stimulating self-correction.
The popularity of content management systems (CMSs) in today's higher education is driven by the assumption that providing a rich toolset and leaving the use of this toolset under learner control will stimulate self-regulated and deeper learning.
Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations.
Hardt et al. (1996) emphasized that it is more important that the motivation stimulates the learner to actively engage in the learning content than whether the learning is motivated intrinsically or extrinsically (p. 236).
A central aspect of the theoretical basis for the current study is Damon's assumption that peer-to-peer learning stimulates the learner to consider the environment critically, which subsequently leads to a critical examination and mental conflict [ 11].
The methodology stimulates the learners' motivation for developing prosodic and grammatical skills, contributes to the growth of pragmatic competence and linguistic competence, which are indispensable conditions of oral fluency as a characteristic feature of L2 proficiency.
This feedback will stimulate the learner to think about the other solutions and lead them to the correct answer.
Indeed, the tasks should be at the right level of difficulty, not too easy and not too difficult but just right, in order to stimulate the learner and keep her engaged in the learning process throughout the whole tutorial session.
Course content is created using exciting new multimedia that can visually engage and stimulate the learner.
The teacher's aim is to stimulate the learner to take on an active, critical and reflective attitude in the knowledge building process.
