Sentence examples for learning instructor from inspiring English sources

Kate Johnson, a Bent on Learning instructor, teaches more than 100 students each week at the school, in a basement room set aside for yoga.

He helped develop chemical and biological attack response plans for Mr. Obama's first inauguration, and four subsequent State of the Union addresses and joint sessions of Congress, and is currently assigned to Marine Barracks in Washington as a distance learning instructor.

This is the first study to use self-reported ratings of student learning, instructor recommendations, and course recommendations as the outcome measure to estimate class size effects, doing so across 24 disciplines.

If these interactions are important supports for students' learning, instructors' access to these new technologies might be critical for creating effective videos.

We propose a more nuanced design approach that takes into account student's satisfaction with e-learning environment and e-materials, student's ability to learn, instructor willingness to share knowledge and others factors.

In order to carefully design and create ILAs for effective learning, instructors need to invest substantial efforts for conceiving the content and interactions of ILAs.

In addition, Nederveld and Berge (2015) argued that in flipped learning, instructors can spend classroom time on application and higher-level learning rather than on lecturing and other lower-level thinking tasks.

For example, Yadav et al. (2011) suggest that in implementing active learning, instructors should acknowledge the challenges of the new approach, provide students with feedback and support throughout the process (also suggested by Bentley et al. 2011), and solicit and act on student feedback about the activities.

Learners adopting surface approaches to learning may prefer site and preceptor characteristics that support their surface learning; instructors who follow those preferences may inadvertently undermine their own teaching!

For example, if typological thinking really is a common obstacle to student learning, instructors should target such thinking with activities similar to the lab described in this investigation.

No matter how we quantified these variables, or what control variables we included in the analysis, we obtained the same result: Student learning was not positively related to how much active learning instructors used.