Glossary of terms used on this site
There are 170 entries in this glossary.C
| Term | Definition |
|---|---|
| c-learning |
Classroom learning or conventional learning as compared to e-learning (electronic). |
| Case Study |
A printed description of a problem situation that contains enough detail to enable the learners to recommend a solution. The learners encounter a real-life situation under the guidance of an instructor or computer in order to achieve an instructional objective. Control of the discussion comes through by the amount of the detail provided. |
| Causes |
What gets in the way of individual and organizational performance. There are normally four kinds of causes: absence of skills and knowledge or information, weak motivation, improper environment, and flawed incentives. |
| Certification |
Program and process where a learner completes prescribed training and passes an assessment with a minimum acceptable score. To increase validity and assure authentication, the certification process should be proctored by an independent agent. |
| Chaining |
An instructional technique that transforms a learned response into a stimulus for the next desired response. |
| Chunking |
The process of dividing instructional materials into sections in order to promote understanding. What is known as "sequencing and organizing epitomes" in Reigeluth's Elaboration theory, is commonly referred to as "chunking." |
| Civic Responsibility |
The commitment of a citizen to his or her community to take responsibility for the well-being of the community. Service-learning and community engagement are often cited as developing students' civic responsibility. |
| Clustering |
A process of organizing many tasks into groups for the purpose of deciding upon the optimal instructional setting mix for that group of tasks. Also pertains to sequencing groups of objectives within a course of instruction. |
| Co-curricular |
Signifies community service that is not explicitly connected to an academic course. |
| Coach |
A person who instructs, demonstrates, directs, and prompts learners. Generally concerned with methods rather than concepts. There are four coaching roles/styles: a) hands-on - acting as an instructor for inexperienced learners. b) hands-off - developing high performance in experienced learners. c) supporter - helping learners use a flexible learning package. d) qualifier - helping a learner develop a specific requirement for a competence-based or professional qualification. |
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