Theories Principles and Models in Education and Training

This report analyses the various theories, models and principles of learning, communication, assessment, curriculum development and reflection & evaluation and presents ways to implement them into teaching, learning and assessment.

Theories Principles and
Models in Education and
Training

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
1.1 Analysis of theories, principles and models of learning........................................................3
1.2 Presenting ways of implementing the theories, principles and models into teaching,
learning and assessment...............................................................................................................4
1.3 Analysis of models of learning preferences...........................................................................4
1.4 Presenting role of individual learning preferences in enabling inclusive teaching and
learning assessment.....................................................................................................................5
TASK 2............................................................................................................................................6
2.1 Analysis of theories, principles and models of communication............................................6
2.2 Presenting ways in which theories, principles and models of communication applied to
teaching, learning and assessment...............................................................................................8
TASK 3............................................................................................................................................9
3.1 Analysis of theories, principles and models of assessment...................................................9
3.2 Ways in which theories, principle and models of assessment can be applied in assessing
learning......................................................................................................................................10
TASK 4..........................................................................................................................................11
4.1 Analysis of theories and models of curriculum and development.......................................11
4.2 Ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism........................................................................13
TASK 5..........................................................................................................................................13
5.1 Analysis of theories and models of reflection and evaluation.............................................13
5.2 Ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice..............................................................................................................15
CONCLUSION..............................................................................................................................16
REFERENCES................................................................................................................................1

INTRODUCTION
Education and Training plays vital role towards the success of the individual and the people
dependent on them (Idkhan and Idris, 2021). The purpose of the present report is to identify and
analyse the various theories, models and principles of learning, communication, assessment,
curriculum development and refection & evaluation. The report will discuss the theories and
models of this in detail in order to identify the importance of same in the learning process of
learners and teaching process of teachers. The aim of the report is to help the teacher as well as
learners to understand and apply the various theories and model in their learning and teaching
practices. Further, the report will also cover the ways through which the theories and models of
learning, communication, assessment etc. can apply to teaching practices. Lastly, the report will
also cover the application of theories of reflection on my own teaching practices in English
grammar specialist area.
TASK 1
1.1 Analysis of theories, principles and models of learning
The two main theories and models of learning are as follows:
Behaviourism Theory: This is a theory of learning which mainly focus on the idea that
by interacting with the environment the students able to learn all the behaviour. This theory state
that behaviours are learned through society and inherited factors have little influence on factor.
Skinner is one of the behaviourism theory which basically depends upon the idea that changes
taken place in the behaviour of individual is basically resulted of their responses to events occur
in the environment (Lin, 2019). Thus, Skinner theory principle that information should be
presented among students in small lots so that teacher can reinforce their responses.
Cognitivism Theory: Another theory of learning is cognitivism theory which consider
mind as an information processor and focus on how the mind of people receive, organized, store
and also retrieved the information. The learning should be more focused and purposeful which
come from discovery and analysis (Wong and et.al., 2019). Dewey's theory is a type of
cognitivism theory that mainly focuses on creating an interdisciplinary curriculum. This theory
state that, the educational organization should maintain a curriculum of multiple subject
connections. It is because this helps the students to understand and identify their own interest via
freely walk in and out of the classroom. It is further analysed, this theory is one of the best which

helps the students to build their own method of acquiring and application of specific knowledge
in which they have interest.
1.2 Presenting ways of implementing the theories, principles and models into teaching, learning
and assessment
The ways with the help of which educational organizations and teachers can implement
theories, principles and models into teaching as well as assessment are as follows:
Individual Learning Preference: This is one of the ways which indicate that teachers
and UK colleges need to first identify and understand the learning preferences of each individual
students. For example, if a particular student prefer verbal learning than the college should
provide them with visual learning and in case if student wants visual learning then college also
provide visual learnings. In simple term, in order to implement principles and models into
teaching, learning and assessment, the college and professor should use verbal, logical, visual,
kinaesthetic, rhythmic as well as interpersonal as per the individual learners preferences.
Linking aspects of existing practice with theories: Being a lecturer of college or
school, it is important for the teacher or professor that they link the theoretical knowledge with
the practical examples so that learners can learn the topic easily and without facing huge
difficulty (Li, 2018). It is because, the theoretical concept effluent the exiting knowledge of the
learner but the practical example of the concept make the knowledge live to the students. This is
one of the best way to implement the learning theories in their teaching style and also build the
interest of student or learner in learning.
1.3 Analysis of models of learning preferences
The two most significant models of learning preferences are as follows:
Fleming VARK: This is a model of learning preferences which is designed by Neil
Fleming in the year 1987. This four ways that help student to learn about their preferences are as
follows: Visual Learners: This indicates that the student that prefer visual learning should sit in
the front of classroom.

 Auditory Learners: This indicates that the learners that prefer auditory learning should
carefully listen and focus on the tone of its teacher. They should learn through audio and
videos components. Read/Write Learners: The student that prefer this learning should write or rewrite their
notes and read over their notes each day in order to learn concepts.
 Kinesthetic Learners: This is the students or learners that prefer learning through hand-on
learning opportunities. By incorporating charts, posters etc. in learning can help students
to learn more actively (Rao and Gudivada, 2018).
Honey and Mumford: This is another model of learning preference designed by Peter
Honey and Alan Mumford in the year 1986. They state the four learning styles that students can
use to learn new concepts are as follows: Activist: They are the learner who learn best by doing, working with others, trying new
experiences etc. Theorist: They learn best by understanding the concepts. It means the learners able to
learn concept in the best way when there is logical model behind it. Pragmatist: They learn best when they able to connect the theoretical learning with the
practical real world examples.
 Reflector: They learn through observing others and give themselves time to think before
taking any action.
1.4 Presenting role of individual learning preferences in enabling inclusive teaching and learning
assessment
The considering and implementing individual learning preferences plays vital role in
enabling inclusive teaching, learning and assessment. It is because this mainly focus on
providing the learning to students as per their own preferences. The impact of which each student
learning preference are included in the teaching and assessment. With the help of identifying and
considering individual learners learning preference, the teacher are able to create inclusive
learning. It is because of following:
Developing range of learning strategies: The individual learning preferences helps the
tutor to develop different learning strategies such as practice testing, self-explanation, interleaved

practice etc. With the help of these strategies, the college and professor able to provide the best
learning experience and also develop the knowledge among the students regarding the particular
concept.
Introducing alternative learning approaches: The individual learning preference also
provide the teacher with the opportunity to introduce alternative learning approach to their
learner with the aim that each learner able to understand concepts. For example, with the help of
identifying each individual learning preference, the teacher need to use the alternative learning
approaches such as visual, auditory, read or write and kinesthetic etc (Viberg and et.al., 2018).
The ultimate result of which each students able to learn inclusively and also help each other. This
enhances the communication, thinking, social, self-management, reading as well as writing skills
of learners.
TASK 2
2.1 Analysis of theories, principles and models of communication
Two theories of Communication: Jean Piaget: This is a theory of communication which indicate that the intelligence of
children changes as they grow. This theory state that it is important for the children to
understand the concept of any language before acquiring particular language. Jean Piaget
theory describes the children language as a symbolic theory which mainly allows the
children to explore and learn language. This theory helps the students to decide which
language they are going to learn in order to communicate with the other people. Here, the
language is linked with the stages of development such as sensorimotor language, pre
operational stage, concrete operational stage and formal operational stage.
 Bernstein: This is another most significant theory of communication which state the
language uses by the people to communicate in their daily life basically reflects as well as
shape the assumptions of a certain group (Zhao, Feng and Yu, 2021). This theory is
developed by Basil Bernstein which state that the way a social group uses a particular
language to communicate with each other is affected by the relationships established in
that group. There is high role of language in success of education. The two type of
language used as per this theory is elaborated and restricted code. As per this theory, the
middle classes uses elaborated code within the schools because this is used by well-

educated people. While the restricted code type of communication is used by family and
friends in informal settings.
One model of communication:
Shannon and Weaver linear model of communication: This is a model of communication
which is developed by Shannon Weaver in the year 1948. The seven element of communication
in a linear model from sender to receiver are as follows: Sender: They are the person, object or things that have the information which they want
to convey to receiver. Encoder: This can be machine or person covert the ideas of sender into signals to be sent
to receiver. Channel: This is third element of communication model which state mode or
infrastructure through which information is transferred from sender to receiver. Noise: This is the element which interrupts a message while it is on its way from the
sender to receiver. The noise can be internal as well as external. Decoder: It is opposite of encoding where a machine or person signals into ideas. Receiver: They are the person, object, for whom the message is being conveyed by the
sender.
 Feedback: This is final element which state receiver should give feedback to sender than
they have understood the message in same sense in which sender has conveyed.
Three Principles of communication: Completeness: This principle of communication indicate that the communication must be
complete in all aspects. It means all the material facts and information are must be
conveyed with the students by the teacher. Conciseness: The conciseness principle of communication state that the message convey
by the teacher to learners can be as short or as long which includes necessary information
and exclude unnecessary information at the same time.
 Clarity: This principle state that the message communicated by teacher with its learner
should be clearly and correctly spelt out so that learner understands the same think which
is conveyed by tutor (San, Rasheed and Kvamsdal, 2021).

2.2 Presenting ways in which theories, principles and models of communication applied to
teaching, learning and assessment
The three main ways through which theories, principles and models of communication
applied to teaching, learning and assessment are as follows: Video to review sessions: This is one of the way to implement communication principles
in teaching assessment. Here, the teachers will use the video to review the sessions or
lectures rather than lecture sheets (Heinrich and et.al., 2021). It is because this helps the
learner to learn the concept anytime from anywhere and also teachers to teach the
students from anywhere. Not only that, the professor can solve query of its student at any
time through its video lecture. Use of Voice: This is another way to implement communication in teaching which
involve lecturing over voice. This is basically one of the most common method of
learning. The language or voice helps the learner to learn the new concept more
comfortably. This is basically a type of verbal communication which is one of the bold
way to pursuits learners directly. Motivational language: The use of motivational languages is also one of the significant
way through which teachers of UK college and school implement principles and models
of communication in teaching and assessment. Here, the teacher are required to keep the
learners motivated throughout the learning process using various motivational language
such as success, reward etc. (Krath, Schürmann and Von Korflesch, 2021). Positive written feedback: This is one of the way that is used for applying the non-verbal
communication principles on teaching, learning and assessment. In this, the tutor need to
provide each learner with the written feedback stating what are their strength as well as
weakness in the learning of a particular concept. This helps both the teacher and learner
to complete learning of a particular concept easily and developing the critical thinking
skill in the mind of learner.
 Awareness of body language: The body language is a fact of appearance and one of the
best way to implement communication in teaching. It is because beside lecture and video,
the thing that first attract or affect the learners is body language of teacher. If the teacher
body language is highly active and enthusiasm then it will motivate the learners to learn
the concepts and subject with full motivation. This helps the instructor and tutor to

represent and teach the subject matter easily and deliberately. In case of distance
learning, this is one of the best and most useful way to implement communication models
and principles in the teaching and assessment (Buhalis and Volchek, 2021).
TASK 3
3.1 Analysis of theories, principles and models of assessment
Theory of Assessment:
The ten-point assessment manifesto: This is one of the best and most significant theory of
assessment that state the ten points that need to be considered while creating assessment of any
learning session. This ten points are as follows:
 The assessment should be based on understanding level of student learning.
 The assessment purpose should be clearly explained by tutor to learner.
 The assessment need to be valid.
 It should also accommodate in difference in students learning and understanding capacity
(Ibharim and et.al., 2021).
 The assessment process should be consistent and reliable.
 Further, all the assessment forms must be framed in such way that allow students to
receive feedback on their performance and learning.
 This should provide opportunity to the staff and student to reflect on their learning.
 The assessment amount should be appropriate as per students understanding.
 This is an integral component of the course design which reflect whether the student have
understood the course or not.
 The assessment criteria should be understandable, explicit as well as public.
Principles of assessment:
VASCR: The principle of assessment in education can be summarized as VASCR which
have to be followed in order to stay fair and transparent to learners: Valid: This means that the assessment should be valid to the course outcome and is
placed as a part of day to day lesson to enhance student learning process.
 Authentic: The assessment should be authentic where teacher assess how well student
understand specific topic by asking them question, standardize test and checklist.

 Sufficient: This principle indicate that learning assessment should be sufficient that cover
all assessment criteria as well as learning outcomes (Moroff, Kurt and Kamphues, 2021). Current: The use of current scenarios and real world examples in assessment helps the
students to link the concept with reality.
 Reliable: The assessment method or instrument should be reliable so that it can measure
the performance of student consistently.
Model of assessment:
Assessment of learning and for learning: This is one of the model of learning assessment
which indicate that assessment of learning is differed from assessment for learning. The
assessment of learning is basically administered at the end of the unit or course completion. This
involves the evaluation of students learning or understanding by comparing their achievement
against class, school, district or nationwide. This is done using the following type of assessment
of learning such as diagnostic, formative, summative, normed-referenced, criterion-referenced
and benchmark assessment. While on the other hand, assessment for learning means the
evaluation of understanding and learning skills of learner during the teaching process. This is
basically done by tutor to keep the learners motivated towards the learning process. This might
be applied by the teacher to promote understanding of course goal and criteria and help the
students to know about how to improve their learning. For example, teachers can ask students to
create written notes including key word of concepts to learn and understand topic easily.
3.2 Ways in which theories, principle and models of assessment can be applied in assessing
learning
There are three main ways which helps the teachers to apply principle of assessment in
assessing learning of students are as follows: Use of Traffic light cards: This is one of the most significant ways to implement model of
assessment in the student learning. This is basically a type of formative assessment with
the help of which teacher can check their learner or students understanding of a concept
or idea. Here the student indicate comprehension by placing either red, yellow and green
card.

 Use of Exit cards: This is another way where the students need to respond to the
questions on a piece of paper that the student need to pass to the tutor before leaving the
class. This helps the teacher to assess student learning to regard the topic discussed in
class via monitoring the answer written by learners to their questions. The tutor can also
gather feedback on their learning or teaching using exit cards (van Cranenburgh and
et.al., 2022).
 Diagnostic questioning: This is a way which is a form of pre-assessment that helps the
teacher to identify their each learner strength, weakness, knowledge and skills prior to
instructions. Here, the tutor ask quick questions to the learner based on class concepts and
subject topics in order to assess their learning and identify fundamental misconception
that the student may have. The example of diagnostic assessment involve quiz, test,
student survey etc (Chen and et.al., 2021).
TASK 4
4.1 Analysis of theories and models of curriculum and development
Theory of Curriculum development:
Ralph Tyler model: The Tyler model of curriculum development is developed by Ralph
Tyler in the year 1940. This is one of the first and simple model of curriculum development
consist of four steps which are as follows: Determination of purpose and objectives: In this step, the learner need to identify the
objective and purpose of the students to go to school and college (Ma, Stahl and Knotts,
2018). Identification of educational experiences related to purpose: The second step indicate the
development of experience that help the student to meet and achieve their objective. For
example, if the student want to achieve objective of writing an essay then they need to
develop an experience of essay writing and demonstration. Organize the experience: This is the third step where each individual need to organize the
experience. This can be done by teacher where teacher can ask student to write an essay
because writing help them in learning the concept immediately and understand how essay
will be written.

 Evaluate the purpose: This is the last step of Tyler model of curriculum development
which involve the evaluation of the purpose and objectives. In this step, the teacher
assesses the ability of the student to write an essay which they have learn in the previous
steps (Ten Cate and et.al., 2018). This can be done by tutor to ask student write an essay
on specific topic without any assistance and reference.
Process and Product of Curriculum Development:
The five step process of curriculum development are as follows: Needs assessment: In this step, the needs of the specific course in education, learning,
school and college has been analysed. The planning session: In this step, the planning of the session has been done regarding
that specific course in the educational industry. Content development: In this sept, the content of that course which is going to be taught
to the student is developed by the educational organization. Pilot delivery and revision: Finally, the curriculum is piloted with the sample to students
in order to meet expected outcome of the course.
 Completed curriculum package: The course should contain all the valid material which
need under a specific course so that student can learn particular course (Akhmetshin and
et.al., 2019).
The product of curriculum development is basically focuses on the end result. This
specifies the learning and concepts the student will learn after the completion of course,
assessment, projects etc. The curriculum product defines the capability of student while entering
the course, the related areas to be experienced by them within the course and the outcome or end
result of that course that is build or learned by student (Yang and Li, 2022). The product model
of curriculum development basically focuses on teacher activities and role, student activities and
role and lastly the conditions in which learning has been taken place. This is also known as
behavioural objective model for the curriculum development in the education sector.

4.2 Ways in which theories and models of curriculum development can be applied in developing
curricula in own area of specialism
The three main ways with the help of which the theories and model of curriculum development
can be applied in own specialize area is as follows: Suited to context: The curriculum should be suited to the specialized context such as
application of curriculum theories for designing competency development program
(Costa and et.al., 2018). The program can be based on skills' development, public
speaking, analytical stability etc. The use of technology to develop the curricula in own
area of specialism is one of the best way because this result into the sharing of different
course all over the world. Building knowledge content: The tutor or teacher can build knowledge in a specialised
area such as finance, English etc. It is because this is one of the way to develop the
curricula in own specialism area. For this, the student as well as tutor need to read an
adequate and high quality books to build knowledge on a particular area as well as topic.
 Applied learning: This is known as an educational approach where the students learn
about the concept and topics of specialized area via directly engaging in the application
of skills, theories and models. This is one of the best way to develop the curricula in own
specialize area via cooperative education, service learning (Costa and et.al., 2018). The
real-world application of learning helps the student to gain practical application of the
learning. This further helps the student in their employment status.
TASK 5
5.1 Analysis of theories and models of reflection and evaluation
The two main theories of reflection and evaluation are as follows:
Kolb’s Experimental learning theory: This is a theory of reflection and evaluation
developed by David A. Kolb. The Kolb’s experiential learning cycle includes:
 Concrete Experience: This is the first stage where learner encounter an experience which
can be completely new or the imagination of experience already happened with learner.
The reflection also helps the students to identify their own strength as well as weakness
through which they can select their career path (Morris, 2020).

 Reflective observation: After concrete experience, in this stage the learners or students
start sharing their experience with others and reflect on the task and activity. The
communication of own experience with the others is crucial because it allow the learner
to determine any discrepancies between their own understanding level and the actual
experience they have observe.
 Abstract Conceptualisation: Based on the reflections that arose in the previous stage, the
learners form new ideas as well as alter their current understanding level. When the
learners start classifying concepts and form the conclusion based on the events occurred,
in that case learners move from reflective observation to abstract conceptualization.
 Active Experimentation: This is the last stage of Kolb’s reflective cycle which state that
learner apply their new ideas which they have generated at previous stage to the world
around them (Bell and Bell, 2020). This helps them to build new knowledge on the basis
of its past experience.
Schon’s Reflective Model: This is another model of reflection and evaluation that present
the concept of reflection in action and reflection on action. The two concept are different from
each other which are as follows:
 Reflection in action: This is a concept in which learners reflect as something happens. It
means it is a reflection on something that is currently at doing stage. The reflection in
action is carried out during practice and is one of the efficient method of reflection
because it allows the students or learners to change the event at the time when it is
happening (Lehane, 2020).
 Reflection on action: On the other hand, reflection on action is concept means reflecting
after something happens. It is all about the reconsideration of situation that has happened
previously. This indicate development of practices and learning on the learners after it is
happened (Lehane, 2020). The reflection on action basically encourage the students and
learners on the ideas that they need to change in themselves in future for enhancing their
skills and development.
The above mentioned two model and theory of reflection and evaluation plays vital role
towards the personal and professional development of learners and students. The reflection given

an individual an opportunity to learn something new from the experiences and events via detail
observation (Fewster-Thuente and Batteson, 2018). Thus, it is important for the teachers that
they teach student about the reflection theory and its application in real life so that student can
select best career for themselves based on their skills and experiences.
5.2 Ways in which theories and models of reflection and evaluation can be applied to reviewing
own practice
The two ways of reflection on my own practice is as follows:
 Session Evaluation: This is one of the way with the help of which I will evaluate and
reflect my own teaching. For this, I will ask the students to provide feedback on my
teaching as well as checking whether I have achieved the learning outcomes with my
students.
 Networking: This is also one of the way in which I will exchange the information and
ideas with the other people and students in order to known whether I have good teaching
skills or not. The teachers can ask the students about whether they are able to learn which
my teaching skill but usually in an informal social setting (Fewster-Thuente and
Batteson, 2018).
Alternative approach with the help of which I can reflect on my teaching in English Grammar is
as follow:
 Professional discussion: This is an alternative approach which I can use for reflection on
my own teaching skills and capability in my specialist area such as English Grammar. In
this approach, I will discuss with the others in professional way in order to gain
experience and enhance my communication skills. With the help of professional
discussion, I am able to decide and identify my weakest area and further in order improve
that area I will adopt some strategies (Idkhan and Idris, 2021). The self-reflection helps
both the students and teachers to identify their strength and weakest skills which they
need to further develop.

CONCLUSION
After summing up the above information, it has been concluded that there are various
models, principle and theories available to teacher and learners with the help of which they can
teach and learn the concept more clearly. The report has also concluded the different ways with
the help of which the learner and teacher can apply those principle and theories within their
learning and teaching process. The self-reflection helps the students as well as teacher to gain
deep insight on their weakest skills and adoption of strategy for those skills improvement and
development. Lastly, the report has also concluded the theory of reflection and its application.

REFERENCES
Books and journals
Akhmetshin, E. M. and et.al., 2019. Acquisition of entrepreneurial skills and competences:
Curriculum development and evaluation for higher education. Journal of
Entrepreneurship Education. 22(1). pp.1-12.
Bell, R. and Bell, H., 2020. Applying educational theory to develop a framework to support the
delivery of experiential entrepreneurship education. Journal of Small Business and
Enterprise Development.
Buhalis, D. and Volchek, K., 2021. Bridging marketing theory and big data analytics: The
taxonomy of marketing attribution. International Journal of Information
Management. 56. p.102253.
Chen, H. and et.al., 2021. Anomaly detection and critical SCADA parameters identification for
wind turbines based on LSTM-AE neural network. Renewable Energy. 172. pp.829-
840.
Costa, D. A. S. and et.al., 2018. National curriculum guidelines for health professions 2001-
2004: an analysis according to curriculum development theories. Interface-
Comunicação, Saúde, Educação.
Fewster-Thuente, L. and Batteson, T. J., 2018. Kolb's experiential learning theory as a
theoretical underpinning for interprofessional education. Journal of allied health. 47(1).
pp.3-8.
Heinrich, R. and et.al., 2021. Composing Model-Based Analysis Tools. Springer.
Ibharim, N. A. N. and et.al., 2021. Learning History Using Augmented Reality. International
Journal of Multimedia and Recent Innovation. 3(1). pp.1-10.
Idkhan, A.M. and Idris, M.M., 2021. Dimensions of students learning styles at the university
with the kolb learning model. International Journal of Environment, Engineering and
Education, 3(2), pp.75-82.
Krath, J., Schürmann, L. and Von Korflesch, H. F., 2021. Revealing the theoretical basis of
gamification: A systematic review and analysis of theory in research on gamification,
serious games and game-based learning. Computers in Human Behavior. 125. p.106963.
Lehane, L., 2020. Experiential Learning—David A. Kolb. In Science Education in Theory and
Practice (pp. 241-257). Springer, Cham.
1

Li, B., 2018. Sufficient dimension reduction: Methods and applications with R. Chapman and
Hall/CRC.
Lin, A. M., 2019. Theories of trans/languaging and trans-semiotizing: Implications for content-
based education classrooms. International Journal of Bilingual Education and
Bilingualism. 22(1). pp.5-16.
Ma, J., Stahl, L. and Knotts, E., 2018. Emerging roles of health information professionals for
library and information science curriculum development: a scoping review. Journal of
the Medical Library Association: JMLA. 106(4). p.432.
Moroff, N. U., Kurt, E. and Kamphues, J., 2021. Machine Learning and statistics: A Study for
assessing innovative demand forecasting models. Procedia Computer Science. 180.
pp.40-49.
Morris, T. H., 2020. Experiential learning–a systematic review and revision of Kolb’s
model. Interactive Learning Environments. 28(8). pp.1064-1077.
Rao, C. R. and Gudivada, V. N., 2018. Computational analysis and understanding of natural
languages: principles, methods and applications. Elsevier.
San, O., Rasheed, A. and Kvamsdal, T., 2021. Hybrid analysis and modeling, eclecticism, and
multifidelity computing toward digital twin revolution. GAMM‐Mitteilungen. 44(2).
p.e202100007.
Ten Cate, O. and et.al., 2018. The EPA-based Utrecht undergraduate clinical curriculum:
Development and implementation. Medical Teacher. 40(5). pp.506-513.
van Cranenburgh, S. and et.al., 2022. Choice modelling in the age of machine learning-
discussion paper. Journal of Choice Modelling. 42. p.100340.
Viberg, O. and et.al., 2018. The current landscape of learning analytics in higher
education. Computers in Human Behavior. 89. pp.98-110.
Wong, J. and et.al., 2019. Educational theories and learning analytics: From data to knowledge.
In Utilizing learning analytics to support study success (pp. 3-25). Springer, Cham.
Yang, W. and Li, H., 2022. The role of culture in early childhood curriculum development: A
case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues
in Early Childhood. 23(1). pp.48-67.
2

Zhao, S., Feng, Y. and Yu, G., 2021. D2D communication channel allocation and resource
optimization in 5G network based on game theory. Computer Communications. 169.
pp.26-32.
3