Sentence examples for lecture-based learning from inspiring English sources

> -wrap-foot> * p < 0.05; Isolated = isolated mappings, Departmental = departmental mappings, Integrated = integrated mappings; PBL = problem-based learning group, LBL = lecture-based learning group Departmental mapping refers to maps with several separated units or micro maps connected by a single arrow to superordinate concepts.

Study 1 compared a lecture-based learning environment with a student-centred learning environment.

Furthermore, choice of learning approach influenced academic performance in a course designed according to problem-based learning but not in one designed according to lecture-based learning.

This paper describes two studies, one a pilot and the second, an enhanced study, that compare problem-based learning and lecture-based learning in library instruction for first-year engineering students.

To compare lecture-based learning (LBL) and discussion-based learning (DBL) by assessing immediate and long-term knowledge retention and application of practical knowledge in third- and fourth-year medical students.

This study investigated (1) changes in learning approaches and academic performance between courses designed according to lecture-based learning or problem-based learning, (2) the relationship between academic performance and learning approaches.

Further, the system performance in supporting collaborative work with teacher guidance was compared to lecture based learning.

They prefer real cases discussed by clinical faculty to lecture based learning.

Mode of learning was classified into conventional lecture based learning (LBL) and problem based learning (PBL).

They randomly divided the students into two groups of PBL and traditional lecture based learning in order to compare their final examination scores.

At the time of this study three classes (year 1 3) were following problem based learning (PBL) mode courses, while year 4 and 5 were being taught through conventional lecture based learning (LBL).