Sentence examples for learners in terms of from inspiring English sources

This research is an investigation of the differences between inductive and deductive methods in teaching grammar to adult learners in terms of effectiveness on academical success.

It is argued that in the needs analysis process, the present situation analysis (PSA), that is, personal information about the learners and factors which may affect their learning, is just as if not more important than, the target situation analysis (TSA), that is, professional information about the learners in terms of their future language requirements.

Furthermore, it addresses the demand for appropriately designed intelligent systems that serve various learners, in terms of distinctive available and/or desired skills and knowledge.

This 'editing' can potentially result in desirable as well as undesirable consequences for learners in terms of the structures and relationships recognized and interpreted by the learners as salient.

Furthermore, there are challenges that stem from teaching increasingly complex, frequently multi-disciplinary, courses in a distributed manner, which raises the demand for appropriately designed intelligent systems that address various learners, in terms of distinctive available and/or desired skills and knowledge.

(2) The excessive use of technology addresses not only the teaching delivery but also the support and assistance for learners in terms of new forms of learner interaction and assessment, addressing aspects as social media and gaming, peer collaboration, peer assessment, work on shared projects, thus sharing experience and building on their previous knowledge.

In this paper, we propose a novel comprehensive learner design mechanism toward effective object detection in terms of both discrimination and generalization abilities.

A language learning specific focus can be facilitated in the way that the task is designed to provide feedback to the learner in terms of their comprehension whilst they progress through the task.

The learner model in Virvou et al. (2002) examined the correctness of the learners' answers in terms of the learners' factual knowledge and reasoning they used.

Taken together, this evidence suggests that individual learners differ in terms of their analytical capacities and reliance on cognitive filters (heuristics).

Moreover, the influence of realistic details in the visualizations as well as learners' prerequisites in terms of their visuospatial abilities were addressed.