Sentence examples for learning and evaluation from inspiring English sources

Therefore, the learning and evaluation of generic competencies in b-learning environments is one of the outstanding challenges in university education.

The learning and evaluation of generic competencies in b-learning environments is one of the outstanding challenges in university education and teachers' tutoring work and continuing feedback is essential when it comes to achieving students' autonomy and cooperation (Medina 2001).

The most costly portion of the proposed curriculum is the use of standardized patient exercises or OSCE's, which assist learners in acquiring interview skills and in evaluative feedback, but this form of learning and evaluation is not essential to the curriculum.

Inovation in school refer at redefining the whole design of teaching, learning and evaluation process.

Cognitive modeling of competencies is important to facilitate learning and evaluation.

Students completed a two-part questionnaire that included the 6-D Scale, demographic questions, and a researcher-generated questionnaire designed to measure competency-based learning and evaluation.

The results revealed that there were 6 main components of the developed instructional model: principle, objective, learning content, learning instruction, learning materials, and evaluation.

The roles of clinical teachers were reduced to teaching skills in clinical settings, to allow students to guide their own learning and evaluations.

Therefore, it is safe to state that the implementation of e-learning and evaluation tasks in a b-learning context has a direct, positive and significant effect in the learning of team work skills.

Portney [ 34] described a clinically integrated learning program using a variety of teaching-learning and evaluation strategies to highlight the inextricable link between research and practice.

Given the lack of an educational substructure for EBP in the curriculum, the informants separately described similar themes of arbitrary integration of EBP content across the different preprofessional intervention and research courses, and fragmented use of teaching-learning and evaluation methods.