Sentence examples for sustained learner from inspiring English sources
The phrase "sustained learner" is correct and usable in written English.
It can be used to describe someone who engages in continuous learning over a period of time, often in an educational or professional context. Example: "As a sustained learner, she constantly seeks new knowledge and skills to enhance her career."
Sustained learner behavior and change in attitude of individuals with high motivation to learn were more active in the education programs[ 44].
Towards that prospect, we devised a fuzzy clustering approach which predicts and sustains learner's career path along specific profeciencies.
The paper concludes with implications for second language writing regarding ways to promote and sustain learner investment through DMC in digitalized instructional landscapes.
"Motivation will not be maintained if goals or rewards disappear because motivation is a goal-directed behavior and goals and rewards are key elements that sustain learners' voluntary action.
The last step of the IRF structure spans a wide range of verbal signals that are more or less compatible with genuinely dialogic modes of instructional communication and also more or less suited to sustain learners' cognitive activation (e.g., Wells and Arauz 2006).
Though agent enthusiasm was shown to sustain a learner's positive emotion throughout the short duration, the effects of repeated and prolonged agent enthusiasm is not known.
That's ludicrous; adult learners need sustained, long-term support and the report has failed to grasp that.
A sociocultural theoretical perspective informs the discussion of three sustained examples of the learners' "talking it through" as they confront and resolve many language-related problems while comparing their story with its reformulation.
A promising line of research suggests that learners show sustained mastery of Bayesian inference using probabilities if they are taught how to first translate probabilities into natural frequencies [ 15].
In consequence, teachers' tendency to impose norm-referenced interpretations on criterion-referenced assessments is likely to promote goal performance structure in learners (Barnes 2015 p. 263), which is detrimental to learner autonomy and sustained interest in learning: two grand aims of the reform.
Notably, agent enthusiasm helped the learners sustain their levels of positive emotion throughout the learning process in the multimedia learning environment (see Fig. 3).
