Sensation-seeking, also called excitement-seeking, is the tendency to pursue sensory pleasure and excitement. It's the trait of people who go after novelty, complexity, and intense sensations, who love experience for its own sake, and who may take risks in the pursuit of such experience.

The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers. Although there is some overlap between them they are defined as follows.

4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.

4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.

4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.

0.0010233               48             Afghanistan 0.0004477               21             Albani 0.0002984               14             Algeria 0.0002132               10             Andorra 0.0001279               6                Angola 0.0001066               5                Antigua and Barbuda 0.0000426               2                Armenia 0.0000852               4                Australia 0.0000426               2                Austria 0.0000213               1                Azerbaijan 0.0000213               1                Bangladesh 0.0000213               1                Barbados 0.0001492               7                Belarus 0.0000213               1                Belize 0.0000213               1                Bhutan 0.0000639               3                Bulgaria 0.0000213               1                Burundi 0.0000213               1                Cambodia 0.0008741               41             Canada 0.0001492               7                China 0.0000213               1               

Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.

Rubrics for assessing student reasoning abilities. A useful tool in assessing the extent to which students are reasoning well through course content.  

Critical Thinking Grid.doc

Some researchers suggest that teaching online costs less than teaching face-to-face, while others suggest that teaching online costs about the same.