By the end of the half hour, students were suggesting that our school should offer more programming earlier in school and throughout this course.
Competences demanded on engineers are discussed and a possible approach to teaching not only English, but also overall communication competence to engineering students is suggested.
On basis of these results, an extensive introduction and increased support for students are suggested to be explored in the future [ 1, 2, 5].
Some Hamilton students are suggesting this.
At a time of austerity and cuts to education funding, the students are suggesting this pay rise is revoked, and that the funds instead be used to provide 'an annual bursary for students from the local area'.
This is also aligned with the aforementioned research on deep approach to learning being connected with intrinsic motivation; although several MOOCs were suggested, students were able to choose the MOOC that is most aligned with their personal interests.
Learning the students' names is suggested as a way to foster instructor-student relationships, but can seem like a daunting task for instructors of large classes.
A fourth step, checking students' learning, is suggested as an additional step in contingent teaching.
Nursing students have been suggested to be 'pedagogic' rather than 'andragogic' learners who prefer to 'listen and learn' rather than actively participate [ 13].
Further, medical students have been suggested to be reluctant to seek help and (as is also true for medical professionals [ 13]) tend to by-pass the "regular" health-care system or avoid formal consultations [ 14, 15].
