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Others have increased courses in negotiation, counseling and other skills.
LOS ANGELES — Class sizes have increased, courses have been cut and tuition has been raised — repeatedly.
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But as technology and budgets increased, course architecture turned to moving major mounds of earth and building moats, lakes and hills.
Our main focus, however, is whether first-generation students responded differently to increased course structure relative to continuing-generation students.
In this study, we provide evidence that one course intervention, increased course structure (Freeman et al., 2011), can be transferred from one university context to another.
These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.
The increased course structure helps students distribute their study time for the class by assigning daily or weekly preparatory and review assignments.
We found some evidence to support the hypothesis that increased course structure creates a community environment rather than a competitive environment.
Thus, aside of 'internal' learning from students' descriptions, input from 'external' knowledge of learning in higher education gradually increased course leaders' educational competence.
In summary, we test the transferability of one active-learning intervention (increased course structure; Freeman et al., 2011) into a novel educational context.
The time of the increasing courses was about 30min.
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CEO of Professional Science Editing for Scientists @ prosciediting.com