Interleaving exemplars of to-be-learned categories-rather than blocking exemplars by category-typically enhances inductive learning. Learners, however, tend to believe the opposite, even after their own performance has benefited from interleaving. In Experiments 1 and 2, the authors examined the influence of 2 factors that they hypothesized contribute to the illusion that blocking enhances indu...

Interleaving exemplars of to-be-learned categories—rather than blocking exemplars by category— typically enhances inductive learning. Learners, however, tend to believe the opposite, even after their own performance has benefited from interleaving. In Experiments 1 and 2, the authors examined the influence of 2 factors that they hypothesized contribute to the illusion that blocking enhances ind...

Existing instruction websites record learners’ portfolios, they only collect the browsing time and homepage information, without directly provide teachers with more data for further analyzing learner behaviors. Consequently, this investigation uses the learners’ portfolio left in the e-learning environment, and adopts “data mining” techniques to establish for each cluster of learners the most a...

In this research, we propose a Social Learning Management System (SLMS) enabling real-time and reliable feedback for incorrect answers by learners using a social network service (SNS). The proposed system increases the accuracy of learners’ assessment results by using a confidence scale and a variety of social feedback that is created and shared through learners’ personal SNS connections. The s...

This paper examines the application and impacts of Mobile learning in providing sustainable distance learning in the case of developing countries having multiethnic social environment. The sustainability is conditioned by the structure of learners and well as the teaching community. This paper explains these issues among the distance learners who hailed from multiethnic background. The differen...

This paper addresses a challenging and critical issue of how to evaluate dynamically e-Learners' performance. That is by considering their learning response (convergence) time to reach desired output answer. More precisely, this piece of research aims to investigate realistically performance of eeducational phenomenon associated with e-learners' brain response time. Moreover, presented work int...

Teachers and instructional designers frequently incorporate collaborative learning approaches into their elearning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly important question for adults, whose performance can dep...

From an instructional design perspective, the presence of support devices, also known as tools in computer-based learning environments (CBLEs) aims to enhance learning outcomes/performance [1]. Nevertheless, independent of the intentions behind the design of the tools, tools are value-neutral until learners use them [2]. How (in-) adequately learners use the tools affects the tools functionalit...

The central issue of the pilot study on which this article is based concerns the potential role of metacognition in the development of second language (L2) competence, specifically when L2 learners are confronted with their own videoed oral performance. An experiment was carried out at a French university with a group of first-year non-specialist undergraduate learners of English (N=12). The co...

this study investigated the effect of using visual aids, semantic elaboration, and visual aids plus semantic elaboration on the iranian efl learners' vocabulary learning. to conduct the study, the researchers assigned 49 elementary learners to three homogeneous groups according to their proficiency level. then, a pre-test of paribakht and wesche's vocabulary knowledge scale was given ...