Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This r...

To choose suitable resources for personal competence development in the vast amount of open educational resources is a challenging task for a learner. Starting with a needs analysis of lifelong learners and learning designers we introduce two wayfinding services that are currently researched and developed in the framework of the Integrated Project TENCompetence. Then we discuss the role of thes...

Research informing adult education teachers’ didactic practices in distance is scarce. Approaching the learner’s perspectives on how perceived key to future initiatives. This study explores learners’ perception of education, concentrating aspects such as, social presence, course structure, and learning satisfaction. A survey was distributed teachers ( n = 78) five schools organising education. ...

The purpose of this study was to determine the influence of student learning style on critical thinking skill. The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course at the University of Florida. Results showed that no critical thinking skill differences existed between male and female students in ...

Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robu...

Studies of language development suggest that child learners nearly always reach an error-free stage in the acquisition of grammar whereas adult learners who reach an error-free proficiency level are rare. Moreover, children achieve this “perfect” stage seemingly effortlessly and quickly unlike adults. One explanation for these differences comes from an idea of an innate language device which is...