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Hong, Cheng; Ber-Lin, Yu; Yandong, Wu; Zhonghui, Lu; Zhenfeng, Yu – Education Quarterly Reviews, 2020
The education for the engineering masters in the colleges and universities of National Special Needs Talent Cultivation Project (NSNTCP), is an important component of the graduate education system in China, and is one of the important patterns to cultivate high-level application-oriented talents. However, there are some serious problems in the…
Descriptors: Engineering Education, Masters Programs, Talent Development, Foreign Countries
Stratling, Rebecca – British Journal of Educational Technology, 2017
Although learning theories suggest that repeat testing can be highly beneficial for students' retention and understanding of material, there is, so far, little guidance on how to implement repeat testing in higher education. This paper introduces one method for implementing a three-stage model of repeat testing via computer-aided formative…
Descriptors: Audience Response Systems, Computer Assisted Testing, Repetition, Formative Evaluation
Arteaga, Ines Lopez; Vinken, Esther – European Journal of Engineering Education, 2013
Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is…
Descriptors: Foreign Countries, Pilot Projects, Engineering, Engineering Education
Williams, Neil A.; Bland, Will; Christie, Gillian – Chemistry Education Research and Practice, 2008
A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate…
Descriptors: Feedback (Response), Science Instruction, Inorganic Chemistry, Active Learning
Dalsgaard, Christian; Godsk, Mikkel – Open Learning, 2007
This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a…
Descriptors: Lecture Method, Problem Based Learning, Learning Modules, Intermode Differences
Johnson, Heidi; Churchill, Lynn D. – 1986
This study compared the effectiveness of the use of computer-based training (CBT) and instructor-based training (IBT) to train teaching assistants how to use the word processing program Microsoft Word. Thirteen faculty, staff, and graduate student volunteers served as subjects and were randomly assigned to either the computer-based or…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Formative Evaluation, Higher Education

Tan, C. M. – Higher Education, 1992
A study of 30 first-year medical students in a physiology course found that frequent evaluation had a profound negative effect on learning, with students adopting a surface reproductive approach geared to passing exams rather than integrating knowledge. Lectures and curriculum organization failed to affect student use and structure of knowledge.…
Descriptors: Curriculum Design, Evaluation Methods, Formative Evaluation, Higher Education
Hejmadi, Momna V. – Bioscience Education e-Journal, 2007
This paper describes the development and evaluation of a blended learning resource in the biosciences, created by combining online learning with formal face-face lectures and supported by formative assessments. In order to improve the effectiveness and efficiency of teaching large classes with mixed student cohorts, teaching was delivered through…
Descriptors: Self Evaluation (Individuals), Formative Evaluation, Online Courses, Workshops

Jackson, M. W.; Prosser, M. T. – Studies in Higher Education, 1989
The results of a three-year project introducing small-group experiential learning techniques into a traditionally structured first-year lecture course are presented. Ways to introduce the techniques into large classes with no increase in resources are discussed. (MSE)
Descriptors: Case Studies, Class Size, College Instruction, Comparative Analysis