The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working…

Scholarly learning has been and continues to be largely understudied and misunderstood; oftentimes scholarly learning is only studied in the context of research universities (Neumann, 2009a), thereby failing to acknowledge the ways in which faculty scholarly learning is enacted and supported across institutional types. In this monograph, the…

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong…

Although mobile learning is a popular topic in current research, it is not well conceptualized. Many researchers rely on under-theorized conceptions of the topic, and those who have tried to refine the ideas involved have found this to be complex and difficult. In this paper a new interpretation of the concept "mobile learning" is offered, drawing…

Reviews the current literature concerning prior knowledge in an attempt to clarify problems with the terminology. Identifies the three main problems: lack of definition or vagueness, nominal versus real definitions, and different names/same constructs or same name/different constructs. Includes a conceptual map of prior knowledge terminology. (MJP)

The paper addresses the need to define terms used in vision training before successful programs can be formulated. Critical behaviors in three categories (visual attending, visual examining, and visually guided motor) are considered as are program alternatives focusing on visual environment management, visual skills training, and visually…

In response to Hallahan et al, the authors suggest that variability in prevalence is a function of the methods used to examine prevalence differences and that the effect specific discrepancy criteria for learning disabilities have on the number of students identified is the critical issue. (Author/DB)

This dictionary defines approximately 3,500 terms related to adult, continuing, higher, and lifelong learning. It provides detailed references to the main historical and contemporary figures, organizations, and concepts involved in adult and further education around the world with a distinct focus on the core issues in this rapidly changing field.…

In; the past 3 years there has been a resurgence of interest in learning styles as applied to education generally and to professions education in particular. For all this activity there are difficulties preventing significant progress. Chief among these is the bewildering confusion of definitions surrounding learning style conceptualization, and…

This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…

This article reviews the efforts made since 1962 to define learning disabilities, discusses 11 prominent definitions, identifies important conceptual elements on which the definitions differ, and calls for a consensual acceptance of the National Joint Committee on Learning Disabilities definition. (PB)

The opinion in this paper is that there is a need to reexamine the meaning of constructivism in an age where the concept has come to mean different things to different people. This paper examines one person's understanding of constructivism in order to uncover multiple meanings of the term in ways that ultimately affect teachers' practice in K-12…

This paper presents a theoretical model illustrating L. Siegel's revisionist conceptualization of learning disabilities and then presents an alternative underachievement model. The paper argues that the alternative model applies standard regression procedures which would lead to a more appropriate definition of learning disabilities and applies…

This critique of a paper by Linda Siegel (EC221505) challenges Siegel's assumptions on the relationship of Intelligence Quotient to learning disabilities as being unacceptable and non-literature-based, and points out that discussion of Intelligence Quotient cutoffs may be moot given that 49 states employ no cutoff for learning disabilities. (JDD)

This article examines the problem of definition in learning disabilities. It discusses the failure of conceptual definitions to provide a clear idea of what learning disabilities are, examines the true nature of available definitions as stipulative definitions, and notes the difficulty in conceptualizing and implementing operational definitions.…