Sentence examples for usefulness in learning from inspiring English sources

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Table 8 Comparison of Subscales ease of use and usefulness (Before and after the course in the Facebook group)   Pre Test Post Test T Df p M SD M SD Ease of use 3.48.32 3.66.16 2.20 19.04 Usefulness in learning language 2.22.31 3.40.15.89.89 19.00.

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The questionnaire findings also indicated that timing of the students completing the practice quizzes influenced their perceptions of their usefulness in supporting learning their own learning (96.6%).

It is expected that students' willingness to use weblogs in learning environments will increase if the usefulness of such tools in enhancing learning performance and effectiveness is tangible.

The result shows that a student's perceived fit with weblogs has a positive effect on his or her perception of the usefulness of such tools in learning MIS; Thus H1 is supported.

The users' task completion performance and answers on pre/post-evaluation questionnaires demonstrated not only the ease in learning and usefulness of PerMMA, but also their attitudes toward assistance from advanced technology like PerMMA.

We evaluated students' understanding of the portfolio methodology, understanding of the learning targets, ease of use of the e-Portfolio, interest in learning surgical subjects, and perceived usefulness of the e-Portfolio in terms of learning outcomes.

In learning to do this you would come to understand its usefulness and be more able to channel its power in a productive manner.

Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support.

The semi-structured questions explored the context of the ECTV, perceptions and acceptability of DO and RCA, confidence in the assessment of overall competence, and usefulness in identifying learning needs.

We also sought whether registrars and educators perceived that ARCADO is a valid assessment method, and whether there are there contextual factors that influence the validity, acceptability and usefulness in driving learning.

This is particularly helpful since in the context of e-learning, learners learn at their own pace, and have no feedback from other peers on the usefulness of learning objects.

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