Research findings related to learning impact of MERs have consistently reported learners' difficulty in relating and translating in MERs.
The relevant research findings have consistently reported learners' difficulty in relating and translating in MERs due to insufficient development of Representational Competence.
We have reported that learner expectations vary with respect to whether they are learning skills or acquiring knowledge.
All focus group participants reported teaching learners of their own professions in addition to medical learners, however the discussions concentrated on the NPHCPs' work with medical learners.
Developers also need to consider how performance on achievement and proficiency tests of speaking can be meaningfully reported to learners and their teachers, and research needs to explore how well the test results predict learners' performance in the real world.
Observers, teachers, and children reported on learner-centered qualities of the instructional environment in 14 first-grade classrooms.
Latent profile analysis identified two profiles based on the differences in the levels and trends of happiness reported by learners during the 10-week course.
A higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition.
On the other hand, it was found that the number of studies using an experimental design has increased in recent years; moreover, most studies reported the learners' cognitive performance and perceptions, while their learning behaviors were seldom analyzed.
The primary studies frequently reported that learners greatly valued courses that allowed them to 'interact' - though this term was rarely defined.
