On the other hand, a study of success factors in K-12 online learning found that for ethnic minorities, only 1 out of 15 courses had significant gaps in student test scores (Liu and Cavanaugh 2011).
The study explored the variety of educational content the residents would like to learn, found a preference for clinically oriented themes, and allowed ranking of their teaching modality preferences.
Such non-specific speed-up of learning was found, for example, in [10], where subjects were trained on one motor learning task and transfer to another task assessed.
In contrast, no evidence of learning, that is, no significant interaction of CS presence and outcome with learning, was found for CS− trials.
Additionally, the fact that greatest learning was found for the motion-direction that was paired in the task-condition where performance was the lowest suggests that learning is not simply based upon correctly identifying the correct response.
Learning is found for the motion-directions that were consistently paired with the trials of the RSVP task that contained targets (ie target-present and exact-target).
No learning was found for the VR-Colonoscopy variables Clear view, and Lost lumen.
Although no significant difference in learning transfer was found for either topic, participants' recall of information from the video was better for easy topic when instructor was present.
Although no genes have as yet been reliably identified as associated with learning disabilities, several linkages to chromosomal regions have been found for learning disabilities.
It was found that the 'supportive during, schema before' format indeed yielded a higher learning efficiency than the 'supportive before, schema before' and the supportive during, schema during' format but no differences were found for learning effectiveness (i.e., test performance).
