Sentence examples for relevance of the learning from inspiring English sources

This would suggest that the relevance of the learning context to the subject matter being learned might not be as influential as expected.

Feedback surveys addressed four areas: 1) general information on the time required to complete each module, relevance of the learning objectives, and appropriateness of the online format; 2) applicability of the modules' content to the students' clinical work; 3) module technical performance; and 4) the modules' most and least valuable parts.

We thought that the possibility of creating original art pieces and having "art on display" to present the Earth's natural history may motivate students' learning through a direct application of knowledge they have gained in course work thus legitimize the relevance of the learning process.

Findings indicate that the training design feature 'transfer possibilities' is significantly related to the increase of almost all social inclusion variables and confirms the relevance of the learning environment in order to modify lifelong learning programs and to develop a new Senior Learning Model.

In topic 4 the students of both groups clearly could identify a connection between the theoretical radiological science course and the practical relevance of the learning content (Table 2).

They want what they want when they want it or need it, and don't see the relevance of learning for learning's sake.

In that study, the 95% CI was also quite close to zero and, therefore, we questioned the clinical relevance of this learning effect [ 38].

The main purpose of this study was to elicit, describe, design, test, and analyze the Abu Dhabi high school students' experiences, interests, priorities, expectations, and images that are of relevance to the learning of science.

The piloting evaluated the relevance and applicability of the learning objectives and content, as well as the delivery of the training (84).

"..assessment has to be at the heart of learning… these kids respond to assessment" [UNI-1-2] "..assessment has to be at the heart of learning… these kids respond to assessment" [UNI-1-2] Palsocipanotedlso noted however that assessment was not the only driver, with students being better engaged when they appreciate the relevance and application of the learning.

Not only would increased training in the community strengthen the linkages between the future health workforce and the Ugandan population, but also improve the relevance of the students' learning experiences to their needs.