Volume 4 Issue 1 (February 2012) - Ozean Publications

European Journal of Educational Studies 4(1), 2012
• since a learner learns what he or she likes and sees the need to learn, lecturers should first of all ensure that
the students are affectively prepared to learn before cognitive knowledge or skills are transferred; and
• course activities should be linked to identified problems to which the learner intends to contribute solutions
or curiosity to which the learner intends to satisfy.
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