Add to ORKGThis case study has been developed from data gathered through observations of the teaching component, interviews with the tutor and a student focus group. This report describes the use of a combination of online diagnostic assessments, video-captured worked examples and face-to-face problem workshops to support an electricity and electronics module. The module is taken by approximately 150 students as part of a foundation year of a four-year course leading to bachelor-level degrees in physics, geophysics and engineering. The reasons why the students are taking the foundation year are varied
The chemistry foundation year at the University of East Anglia is a diverse cohort with a wide range...
We must educate and prepare our engineering students for their future careers. They need life-long l...
Students may have difficulty in understanding some of the complex concepts which they have been taug...
ABSTRACT The University of Western Sydney is undertaking a major project of introducing blended lear...
This article highlights some successes as achieved with an extended Science Foundation Provision Pro...
This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2007-20...
Blended education, or “flipping the classroom” is rapidly becoming a mainstream form of teaching wit...
The emergence of the 'Fees Must Fall' (FMF) protest in South African Higher Education institutions h...
Engineering Physics at the Faculty of Engineering, State University of Padang is supporting courses...
In recent years the focus of university education is shifting from a teacher centred education to st...
To boost students’ engagement on learning outcomes, promote active peer learning, and adopt more dyn...
The emergence of the ‘Fees Must Fall’ protest in South African Higher Education institutions has nec...
The use of modern ICT technology has revolutionized the way that universities perform their teaching...
To boost students engagement on learning outcomes, promote active peer learning, and adopt more dyna...
This case study presents a teaching strategy for an engineering dynamics course using a range of dif...
The chemistry foundation year at the University of East Anglia is a diverse cohort with a wide range...
We must educate and prepare our engineering students for their future careers. They need life-long l...
Students may have difficulty in understanding some of the complex concepts which they have been taug...
ABSTRACT The University of Western Sydney is undertaking a major project of introducing blended lear...
This article highlights some successes as achieved with an extended Science Foundation Provision Pro...
This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2007-20...
Blended education, or “flipping the classroom” is rapidly becoming a mainstream form of teaching wit...
The emergence of the 'Fees Must Fall' (FMF) protest in South African Higher Education institutions h...
Engineering Physics at the Faculty of Engineering, State University of Padang is supporting courses...
In recent years the focus of university education is shifting from a teacher centred education to st...
To boost students’ engagement on learning outcomes, promote active peer learning, and adopt more dyn...
The emergence of the ‘Fees Must Fall’ protest in South African Higher Education institutions has nec...
The use of modern ICT technology has revolutionized the way that universities perform their teaching...
To boost students engagement on learning outcomes, promote active peer learning, and adopt more dyna...
This case study presents a teaching strategy for an engineering dynamics course using a range of dif...
The chemistry foundation year at the University of East Anglia is a diverse cohort with a wide range...
We must educate and prepare our engineering students for their future careers. They need life-long l...
Students may have difficulty in understanding some of the complex concepts which they have been taug...