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Large First-year Course Re-design to Promote Student Engagement and Student Learning

Andrew LegerAnne GodlewskaJennifer MasseyJones AdjeiLaura SchaefliJessica FinlayScott WhetstoneRon Roy

出版	Higher Education Quality Council of Ontario, 2013
URL	http://books.google.com.hk/books?id=KhDongEACAAJ&hl=&source=gbs_api

註釋

This paper presents the findings of a research study on a complete course re-design of a large first-year class, which changed the learning environment and reduced boundaries to allow for more meaningful student engagement and improved student learning. The specific purpose of this study was to determine if a blended course design can increase student engagement and influence students' approach to learning in a large first-year course.