PBL is specifically aimed at enhancing and optimizing the educational outcomes of learner-centered, collaborative, contextual, integrated, self-directed, and reflective learning.
Unless such evidence is provided about the link between VE learning and training and the actual performance outcomes of learners, research in this area would merely be based on anecdotal evidence.
It briefly describes the programme of a web-based course for asynchronous distance training in new product development and inventive problem solving with TRIZ methodology, which focuses on the main outcomes of learners - R&D leaders, engineers and product designers.
The findings revealed as follows: The model consisted of four components: 1) A scope of a knowledge domain 2) Content development: media design and development, including and evaluation of the media effectiveness 3) Implementation: publish with Creative Common (CC) license and 4) Quality assurance: by learners' vote and the outcome of learners' inquiring cultural skill.
The foundation of the LUL programme rests on three "equity pillars": reaching Out of School Children (OOSC); expanding girls' education; and improving the quality of outcomes for learners.
The effect on educational outcomes of using learner feedback to guide curricular revision for online learning is unknown.
The effects of feedback-enabled simulation on learning outcomes of novice learners were observed by means of experimental empirical studies.
With the aim of improving the learning experience and outcomes of online learners, researchers identified the factors that contributed to successful online studies.
What is the relationship between particular dimensions of teaching and particular outcomes for learners (e.g., motivation, attitudes toward the subject, autonomy in problem solving, problem-solving biases, nature-of-science understanding, and epistemological lessons), and when do they overlap?
The programme is focused on three equity pillars: reaching out-of-school children, expanding girls' education and improving quality outcomes for learners.
We investigated the effect of learners' perceptions of LC by comparing the learning outcomes and motivation of learners that received additional instructions on learner control with a group of learners that did not receive additional instruction.
