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Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies

This report has been written to contribute to the current debates about educational quality in undergraduate education in the U K, and about the need to justify increases in resources on the basis of indicators of educational quality. This report will identify a range of dimensions of quality and examine the extent to which each could be considered a valid indicator, with reference to the available research evidence. I t attempts to identify which kinds of data we should take seriously and which we should be cautious of placing weight on. S ome of these dimensions we might be wise to pay attention to currently lack a solid evidence base, especially in relation to research carried out in the U K context, and so the report also identifies priorities for research and for data collection and analysis.

In recent NIH Alzeimer's cognitive decline prevention report, it has been observed that Cognitive training identified as protective factor, with highest evidence. Read more at sharpbrains.com

Sorted alphabetically Research and evidence around Augmentative and Alternative Communication and associated topics. Augmentative and Alternative Communication (AAC) is the term used to describe methods of communication which can be used to add to the more usual methods of speech and writing when these are impaired. For more information on AAC, see: http://www.communicationmatters.org.uk/

"Unless large numbers of people take appropriate steps, including supporting governmental regulations aimed at reducing greenhouse gas emissions, our only options will be adaptation and suffering," he wrote in the concluding paragraph.

This research article talks about the whether English based assessments can give valid and/or reliable scores for ELLs and if they should be used as evidence for identifying ELLs as students with learning disabilities.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

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Wiley InterScience :: JOURNALS Developmental Disabilities Research Reviews

A how to write a pros and cons essay article by an English teacher.

This article instructs how to write a position essay providing cool tips and an outline.

The article instructs how to write a good response essay. Written by an English teacher.

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