Sentence examples for use of learner from inspiring English sources

In the experiment, an aid that was designed for novice learners, and the materials were developed using multimedia learning principles to maximize the use of learner cognitive capacity.

It draws on the results of an Erasmus+ Strategic Partnership, QUAKE, which worked with VET teachers on a range of professional development activities, geared towards their greater use of learner mobility within the context of ECVET.

Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.

This study was designed to investigate the role of nurse educators' beliefs and self-perception in their use of Learner-Centered Teaching in the nursing education classroom.

Overall, the results provide support for the use of learner-generated visual explanations in developing understanding of a new scientific system.

The use of learner-generated video to provide students with opportunities to reflect and provide peer feedback can be understood as supporting a culture of assessment for learning (AfL) (Bloxham and Carver, 2014).

In particular, the use of learner-generated video as a pedagogical strategy constitutes a move towards the active learning that Bloxham and Carver highlight as fundamental to such an approach.

After controlling for between-classroom differences in children's interpersonal behavior problems at school entry, greater use of learner-centered practices was predictive of (1) children's report of less anger and more empathy toward a hypothetical disruptive peer, (2) fewer children with interpersonal behavior problems in the spring, and (3) lower classroom rates of peer rejection in the spring.

The use of learner-generated video to reflect on practice has been reported in a range of disciplines, including nurse education (Marita et al. 1999; Pereira et al. 2014), anatomical sciences (Doubleday and Wille 2014), mathematics (Borko et al. 2008), surgery (Vaughn et al. 2016) and sports education (Walters et al. 2015).

There is also potential to develop a model for the use of learner-generated video blogs to support critical reflection in disciplines beyond teacher education, and this would be of value in helping educators leverage the full potential of learner-generated video as student-centred instructional practice.

Aljohani et al. suggested that the use of learners' contextual data can enhance the interaction between learners, mobile devices, and learning environments.