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An instructional simulation, also called an educational simulation, is a simulation of some type of reality (system or environment) but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
A more recent articulation, "Revisiting the Six Stages of Skill Acquisition," authored by Stuart E. Dreyfus and B. Scot Rousse, appears in a volume exploring the relevance of the Skill Model: Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields (2021). [3]
Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are meaningful and relevant to learners, driven by their interests, and often self-initiated. [5] Typically technology is used to try to facilitate personalized learning environments.
Adaptive learning, also known as adaptive teaching, is an educational method which uses computer algorithms as well as artificial intelligence to orchestrate the interaction with the learner and deliver customized resources and learning activities to address the unique needs of each learner. [1]
Sports practice, music practice, and art are situated learning by definition, as the exact actions in the real setting are those of practice – with the same equipment or instruments Many of the original examples from Lave and Wenger [ 5 ] concerned adult learners, and situated learning still has a particular resonance for adult education .
Experiential learning is also an underpinning concept; competency-based learning is learner‑focused and often learner-directed. [7] [9] The methodology of competency-based learning recognizes that learners tend to find some individual skills or competencies more difficult than others.
Challenge-based learning (CBL) is a framework for learning while solving real-world Challenges.The framework is collaborative and hands-on, asking all participants (students, teachers, families, and community members) to identify Big Ideas, ask good questions, discover and solve Challenges, gain in-depth subject area knowledge, develop 21st-century skills, and share their thoughts with the world.