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Blended learning for Foundation engineering students

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posted on 20.07.2011, 13:35 by Phil Barker
This case study has been developed from data gathered through observations of the teaching component, interviews with the tutor and a student focus group. This report describes the use of a combination of online diagnostic assessments, video-captured worked examples and face-to-face problem workshops to support an electricity and electronics module. The module is taken by approximately 150 students as part of a foundation year of a four-year course leading to bachelor-level degrees in physics, geophysics and engineering. The reasons why the students are taking the foundation year are varied.

History

School

  • University Academic and Administrative Support

Research Unit

  • Higher Education Academy Engineering Subject Centre

Publisher

© Higher Education Academy Engineering Subject Centre, Loughborough University

Version

VoR (Version of Record)

Publication date

2011

Notes

If reproducing this work please include the following attribution statement: 'This Teaching Award 2011 Case Study was written by Dr Phil Barker for the Higher Education Academy Engineering Subject Centre, Loughborough University. Copyright © June 2011.' Tutor in Study: John Mills, Science and Engineering foundation years, University of Southampton.

Language

en

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