Describing the Alignment of Course Assessment with the Blended-Learning Teaching Approach for a First Year Material Science Course

Material science, one of the core courses with a significant workload, is feared by first-year mechanical engineering students. The capacity to apply sophisticated materials science to the proper selection of engineering materials cannot be measured in a single final test.

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A Powerful Blend of Teaching – Learning Process: Constructivism and Intigration of ICT

Learning takes place in contexts, according to constructivism, whereas technology refers to the designs and situations that engage learners. The research was based on two assumptions. The first is about how ICT-enhanced constructivist learning is now being implemented in the

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Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format

This case study briefly describes the journey that one professor took in transitioning from face to-face course instruction to a blended model at the graduate level. The blended lesson format was based on the 14 Learner-Centered Psychological Principles developed [1]

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Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and

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