4 practices serve as pillars for adult learning: Learning-oriented leadership offers a promising way to support growth.
A number of organizational learning practices and aspects of learning culture have been associated with improved patient care; among them include team motivation to change, encouraging open discussion, and creating learning-oriented goals rather than performance-oriented goals [ 19– 22].
For the purpose of collecting data on learning-oriented motivations, occupational learning motivation scale (OLMS) was used.
Integrated with these technical topics are the examinations of learning-oriented topics such as learner modeling, collaborative learning, learning management, learning communities, ontological engineering of web-based learning, and related topics.
A learning outcome approach to teaching and a learning-oriented assessment are increasingly framing higher education.
TCCRISLS 2014 brings together international scholars to discuss theoretical and applied aspects of Learning-Oriented Assessment (LOA) and its application in L2 classroom and large-scale assessment contexts.
Multiple regression analyses showed that congruence with planned learning, authenticity, student consultation, and transparency significantly predicted the learning-oriented classroom assessment environment, explaining 48%% of the variance.
Alkharusi (2011) investigated students' perception of the classroom environment and established two facets: learning-oriented, focusing on assessment practices to enhance student learning; and performance-oriented, focusing on grading and comparing students' learning.
Our findings show that congruence with planned learning and student consultation are positive predictors of the learning-oriented classroom assessment environment and negative predictors of performance-oriented classroom assessment environment at the same time.
Multiple regression analyses exploring the interrelationship showed that congruence with planned learning, authenticity, student consultation, and transparency significantly predicted the learning-oriented classroom assessment environment, explaining 48%% of the variance.
For both male and female students, learning-oriented classroom assessment environment was congruently correlated with planned learning, authenticity, student consultation, transparency, and diversity.
