In addition, problem-based learning activities were used to reinforce concepts learned during the lecture.
He was one of the guys who said: 'We need to study diseases by looking at people who are sick, at the bedside.' Before that, a lot of it was just theory, pure fancy, learned in the lecture theatres".
In each exercise, half of the students were provided two problems as examples solved through concepts or formulae learned in the lecture classes.
The results demonstrated the effects of the examples: undergraduates who provided examples posed fewer problems not oriented to what they had learned in the lecture classes than those who provided no examples.
The lecturer experimented with using such online tools as Kahoot! to boost in-class engagement, but the issue of keeping students engaged in learning after the lecture was over remained an ongoing concern.
The laboratory portions of introductory science courses are designed to teach students basic protocols, providing them a visual and physical representation of the subject matter they learn in the lecture classes.
The aim of this intervention was to give a chance to participants to apply the knowledge they learned from the lectures.
After learning the material in lecture, students completed two quizzes: Quiz 1 and Quiz 2. One quiz was delivered on paper and another quiz was taken on computer.
Within two semesters the students learn in the lectures about particular aspects of theoretical and applied flight control, aircraft dynamics, man/machine systems, real-time simulation, flight-testing, software engineering concepts, etc.
For example, Avi, an Industrial Engineering student, asserted: …in online learning, I can control various aspects of learning, including the lecture videos, which I can fast forward, stop, or replay.
