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Concrete Experience Accommodator Diverger Active Experimentation Reflective Observation Converger Assimilator Abstract Conceptualization Figure. 2. Kolb‘s Experiential Learning Model (Smith & Kolb, 1986, p16). The TSOI Hybrid Learning Model™ & © 2005 All rights reserved, conceptualized by Tsoi (2007) represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing, and Integrating. One prime feature is to promote active cognitive processing in the learner for meaningful and active learning proceeding from inductive to deductive learning.

Observational response is elicited. This is then extended to the second activity where the learner is posed a question as to how to make the concentration of solution A the same as solution B (see Figure 4). These visual representations serve as a beginning idea or concept of solution concentration which is further moulded in the next Sculpting phase in the multimedia learning module, Physical Meaning and Definition. Figure. 4. Solution Concentration Multimedia Learning Module (Translating phase).

Proceedings of Global Learn Asia Pacific 2010 (pp. 1185-1194). org/p/34325. Garrison, D. , & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2/3), 87–105. Hill, C. (2010). External Pressures Bring Changes to Higher Education. In Faculty Focus, March 2010. com/articles/distance-learning/external-pressures-bring-changesto-higher-education/ Johnson, D. , & Johnson, R. T. (1979). Conflict in the classroom: Controversy and learning.

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