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Originally a guitar maker, and with no formal training in physics, math, or programming, Neubäcker got involved in computer music after leading a local lecture group that studied the philosophy and physics of music.
The lecture group's pre/posttest mean scores (n = 42) were significantly higher than the no lecture group's mean scores (n = 44).
The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56).
These included lecture, group work discussions, role playing, films and participation of children.
Each test was performed with one lecture group at a time (85 115 students).
A combination of training methods including lecture, group discussion, PowerPoint presentation and role-paly was applied.
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Lecture groups like the Askesians became an alternative source of learning.
Based on their replies, students were labelled as being in the "control" (neither questionnaire nor lecture: Groups 3A and 4A) or "intervention" (questionnaire + lecture: Groups 3B and 4B) cohorts.
Second, I provided four "format options," which included interactive group work, mini-lecture, group discussion, or make-your-own format.
A wide range of themes was covered using lectures, group discussion, exercises and study visits as teaching strategies.
The sessions include didactic lectures, group discussions, interactive exercises, and videos.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com