Sentence examples for perspectives on learning from inspiring English sources

In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning.

Semi-strucured interviews with administrators, teachers, students and parents were conducted and subsequently coded to reveal emerging thematic categories from each of these perspectives on learning in a teaching environment specifically designed around experiential learning.

The constructivist approach has several perspectives on learning since it recognises that human beings use their own personal vision in explaining the acquired information (Duffy et al. [2012]).

Exploring baccalaureate nursing students' perspectives on learning about caring shows us some important issues for further thinking.

Yet attempts to understand students' perspectives on learning about caring and to know their learning needs are seldom presented.

While previous research [ 6– 9] has focused on students' perspectives on learning at clinical education wards, the present study investigates the supervisors' perspective.

In this supplement we look at how schools, colleges and others in education are striving to incorporate an international perspective on learning into the curriculum, in professional development and as part of work experience programmes.

Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.

In recent decades, various learning paradigms have been used to enhance teaching and learning practice; each one of these learning theories, such as behaviourism, cognitivism and constructivism, has its own perspective on learning methods.

In addition, according to Anderson the constructivist has more than a simple perspective on learning, recognising that people explain the learnt information and the world around them, based on their personal vision (Anderson [2008]).

On the other hand, if a student or instructor responds that student success is more related to one's ability to make connections and form logical arguments, this could be indicative of a perspective on learning more closely related to learning goals: learning with the goal of increasing one's competence.