Sentence examples for students we identified from inspiring English sources
From interviews with third year engineering students, we identified what we termed the 'no problem Discourse model', in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events.
Based on reactions by different stakeholders (e.g., teachers, students), we identified a number of advantages for this kind of multi-system integration (e.g., combining complementary strengths) and disadvantages (e.g., pacing differences and student confusion over the role of different systems) that will be discussed in this paper.
While interviewing students, we identified three misconceptions that have not been previously reported (Table 3).
The question is if the students we identify with those methods as good students are also better problem solvers in practice.
Based on a quasi-experimental study with 89 BPM students, we identify five distinct process design archetypes ranging from textual to hybrid and graphical representation forms.
Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher-student relationships, expanded parental involvement, and increased student motivation.
On the basis of the students' responses, we identified three aspects of the hidden curriculum: the tutorial process, experiential learning, and community based education and service (COBES).
(Medical student 3) We identified three major barriers to mutual understanding.
On the basis of the feedback provided to the research team by our students, we have identified several areas that require further improvement.
While the experiences of 1G students are not monolithic, we identified nine core findings, which speak to challenges students experience and suggest specific points for intervention and support.
By clustering students according to their performance, we identified three distinct student types, common to both years: Achievers, Disheartened, and Underachievers.
