Titlebook: Blended Learning Designs in STEM Higher Education; Putting Learning Fir Christopher N. Allan,Chris Campbell,Julie Crough Book 2019 Springer

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European History in Perspectivee any part of the course in online and/or face-to-face mode. Such courses arguably provide the highest flexibility for student learning, but also pose a number of challenges to learning design. These include not only the ones inherent to online instruction and face-to-face instruction but also those

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Jeffrey Brooks,Georgiy Chernyavskiyresented challenges in terms of size, location, interest, understanding, and existing knowledge. We drew on the lessons learned from a previous redesign project for a course that shared many of these attributes to develop a course structure and approach to address these challenges. The design of the

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The Sick Leader: De Facto Removal from Powernd Australia. As part of their course, the students were asked to create videos and answer reflective questions on the associated learning experience to allow them to reflect on content including aspects of aviation regulation, aerodynamics, flight preparation, aircraft technical, as well as safety

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Jeffrey Brooks,Georgiy Chernyavskiytical skills of STEM undergraduates (Jackson & Johnson, .). Whilst these approaches are often stand-alone without a discipline-specific context, studies have shown that students reported a positive impact of mathematics support on retention, confidence, performance and ability to cope with the vario

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https://doi.org/10.1057/9781137314123 undergraduate degree program. Enrolled in this program are students who scored in the top 11 percentile of all university entrants and are intentionally on a scientific research career trajectory. In preparation for the embedded honour component of the program, students undertake three core researc

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,Storms Before the Storm: 1912–1914,ing practice. Scholarly research by STEM practitioners in designing evidence-based blended learning designs and practice is essential in its educative capacity of supporting STEM academics to reflect upon and develop their learning and teaching practices. The Griffith Sciences Blended Learning Model