Many medical schools, inspired by social constructivist theories of learning stating that learners should construct their own knowledge in active learning environments [ 1], have embraced small group learning by introducing tutorials, seminars, workshops and group practicals [ 2].
Mayer proposed this model for organizing framework for the cognitive theory of multimedia learning and stated that a major goal of multimedia learning and instruction is to "manage essential processing, reduce extraneous processing and foster generative processing" (Mayer 2009).
The personalization principle, one of the design principles of multimedia learning, states that people learn better from multimedia presentations when instructions are in a conversational style rather than a formal style, possibly due to learners' increased interest.
A satire on university politics published in 1908 introduced 'The Principle of Sound Learning', which stated that 'the noise of vulgar fame should never trouble the cloistered calm of academic existence'.
The announcement of the full-day early learning project stated that the provincial government has "committed to spending $200 million in year three of its mandate and $300 million in year four to make progress on full-time learning for Ontario children" (Premier's Office, 2007).
Furthermore, participants who commented on the use of cartoons as a learning tool stated that the experience was useful (94%) (n =63) and reported an increased understanding of hepatitis B serology (22%) (n =15).
Although these learning strategies may differ in efficacy and applicability, they are all rooted in a conceptual framework called the constructivist theory of learning, which states that meaningful learning, or learning with understanding [ 6], occurs when learners assimilate new information within their existing framework [ 1, 7, 8].
Although these learning strategies may differ in efficacy and applicability, they are all based on a conceptual framework called the constructivist theory of learning, which states that meaningful learning, or learning with understanding, occurs when adult learners assimilate new information within their existing frameworks[ 7, 8].
In reflecting on their learning, the students stated that their learning during the first year in the nursing programme led to personal development.
In terms of the student-centred nature of the PBL approach, with its emphasis on self-directed learning, one respondent stated that the learning objectives of a PBL course do not provide the opportunity to encourage students to take greater ownership of their work, and hence greater responsibility for their learning.
