Sentence examples for reliable learner from inspiring English sources

In addition, these methods could be considered as the promising methods for the future and the most recommended to researchers for creating a reliable learner model.

In fact, these games provide ample opportunities for learner's interactions with the computer which can be exploited for creating a reliable learner model.

In fact, with these modern technologies, the large amounts of traces obtained from learners' interactions with the educational games could be stored, and well explored and interpreted for creating a reliable learner model.

In this context, educational games are not only considered as interactive didactic support that is able to increase the learner motivation and engagement, but also as the means to provide ample opportunities for learner's interaction with the computer, which can be used to create reliable learner models.

Association rules mining was found to be a useful method for obtaining reliable data about learners' use of the simulation and their performance with it.

Gielen, Tops, Dochy, Onhema, and Smeets (2010) highlighted that teacher feedback is more complex than peer feedback and usually is interpreted by the learner as more reliable and effective.

Yet, as is clear from the review, the validation evidence for WAF tests is limited, even though they overall have been found to be reliable and valid in assessing learners' depth of vocabulary knowledge with a focus on their lexical network knowledge.

I am a serious, hardworking, detail oriented, forward moving, sharp, focused and reliable individual who is a quick learner and an efficient multitasker.

The annual participation survey for Adult Learners' Week has proved a reliable barometer of trends in adult learning over the past 20 years.

The FTCC categorization was valid and reliable and can guide curriculum development for learners in an academic setting.

Videotapes were evaluated using the Reformed Teaching Observation Protocol (RTOP; Sawada et al., 2000)), a valid and reliable instrument for measuring the degree of learner-centered instruction based on observed classroom practices (Sawada, 1999; Sawada et al., 2002).