Some of the demands can be described as external and a result of intentions by the EPC course management when implementing this new course.
The Outcome-based Education (OBE) has been implemented in this course during the second semester in the 2005/2006 session and is evaluated based on the Program Outcomes (PO).
The authors interpret this paradoxical result as reflecting the students' perception that the inverted classroom and active learning methods implemented in this course imposed a too high workload; whereas the students perceive that they receive sufficient benefits from a traditional lecture format.
Indeed, senior management in the Faculty of Science expressed a view that, if not implemented effectively, this course could "drive science students away from the University".
However, the type of assessment implemented in this course, portfolio-based assessment, could have been a factor in impacting students' ability to monitor their learning, as portfolios are expected to be reflective (Lynch and Shaw, 2005) and allow for self-assessment throughout the learning process, which should correlate to students developing more self-knowledge (Pintrich, 2002).
Implementing this practical course concept is possible without incurring additional costs.
Originally released in a miniscule edition of reel-to-reel tapes and cassettes for the parents of the children involved, this remarkable record is credited to DD Denham, the peripatetic teacher who devised and implemented the course.
Once these are implemented, the course of the epidemic will be altered.
The curriculum that we are assessing is the most recent curriculum, which has now been taught in approximately the same way for five quarters (Winter 2012, Fall 2012, Winter 2013, Fall 2013, and Winter 2014) to a large-enrollment population of nonvolunteer students, giving us confidence that implementing this type of course in a large introductory setting as a required course is possible.
