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We present a framework of college instructors' pedagogical knowledge for active-learning instruction in large courses.
Large courses are ubiquitous in undergraduate STEM education and may require specialized pedagogical knowledge because they pose unique instructional challenges.
As someone who has taught large courses at a University of California, I can assure readers that my job could have easily been automated.
We draw extensively on the writing of our participants to describe each component, using quotes to reveal how instructors think about active learning in large courses.
Participants had used active learning in large courses for a median of four (SD = 3.4) years, and 27 instructors reported five or more years of experience.
The activity is designed for use in lecture-type courses but is scalable to large courses and can be performed including discussions in 45 min.
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For a large course, universities would pay about $8 a student to use the Coursera platform.
In a large course, grading assignments is a time-consuming process requiring considerable resources.
Asking students to engage in generative work in a large course raises different logistical challenges than lecturing.
If (9) was used to estimate the changes in course and position between two scans using each segment independently, quite large course changes could be experienced.
On the first day of this large course, I explained the dual purpose of these name cards.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com