Several studies have addressed this issue in terms of a learning activity to improve problem solving, despite insufficiently addressing the skill of learner problem posing itself.
As the latest report for the Programme for International Student Assessment (PISA) indicated that the use of technology in education can increase various skills of learners, the findings of this research also suggested that digital storytelling can enhance several learning skills including writing, designs, library and research, technology and communication.
Using data from universal testing of all learners in 2008 on a provincial systemic evaluation, as well as data from the 2011, 2012 and 2013 Annual National Assessment tests, this article investigates whether or not the GPLMS improves the numeracy skills of learners in early-grade mathematics in underperforming schools.
As shown in Table 1, the matrix describes a two-step learning trajectory from 'beginning designer' (that depicts assumptions about prior knowledge and skills of learners as they enter a learning progression) to 'informed designer' (that depicts what learners are expected to know and do by the end of the progression).
The skills of learners, course learning objectives and the availability, quality and cost of non-Internet alternatives are particularly important contextual factors.
Future studies should address the effects of combining these integrative learning activities on clinical reasoning skills of learners engaged in example-based learning.
Despite the growing use of information and communication technologies (ICTs) as a platform for teaching and learning, the lack of ICT infrastructure in African countries and limited e-skills of learners continues to undermine the benefits of these technologies.
In this outlook, acquisition of learners' knowledge and skills occurs when they participate in social practices (Cobb and Bowers 1999; Greeno 1997; Salomon and Perkins 1998).
In addition, while most empirical studies investigating the positive influence of teaching skills on learners tend to examine skills such as form-focused instruction in grammar teaching (Ellis, 2002) or tasks in the L2 classroom (Ellis, 2003), TLA itself as a mechanism for enhancing learning outcomes remains relatively unexplored.
