Effective Teaching and Learning on Foundation and Access Courses in Engineering, Science and Technology
作者:
liz McDowell,
期刊:
European Journal of Engineering Education
(Taylor Available online 1995)
卷期:
Volume 20,
issue 4
页码: 417-425
ISSN:0304-3797
年代: 1995
DOI:10.1080/0304379950200402
出版商: Taylor & Francis Group
数据来源: Taylor
摘要:
Increasing numbers of students are entering courses in engineering, science and technology without the qualifications which have conventionally been required. A review of educational practices on access and foundation courses designed to facilitate the learning of such students has revealed a consistency in the teaching and learning approaches being adopted. Courses must be flexible and offer a variety of learning pathways to accommodate student diversity. The students require: clear goals and structure; feedback on their progress; opportunities for active and collaborative learning; and help in developing learning skills. The syllabus must not be overloaded and the assessment system must be appropriate. The approaches developed within foundation courses would benefit many other students in engineering, science and technology. They encourage deep approaches to learning and the development of many of the skills which employers frequently demand from graduates.
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