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Archana Mantri 《European Journal of Engineering Education》2014,39(3):282-299
The intent of the study presented in this paper is to show that the model of problem-based learning (PBL) can be made scalable by designing curriculum around a set of open-ended problems (OEPs). The detailed statistical analysis of the data collected to measure the effects of traditional and PBL instructions for three courses in Electronics and Communication Engineering, namely Analog Electronics, Digital Electronics and Pulse, Digital & Switching Circuits is presented here. It measures the effects of pedagogy, gender and cognitive styles on the knowledge, skill and attitude of the students. The study was conducted two times with content designed around same set of OEPs but with two different trained facilitators for all the three courses. The repeatability of results for effects of the independent parameters on dependent parameters is studied and inferences are drawn. 相似文献
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Kumar Amit Mantri Archana Singh Gurjinder Kaur Deepti Prit 《Education and Information Technologies》2022,27(5):6015-6036
Education and Information Technologies - Collaborative learning is the favored approach educators use to inculcate social skills and promote peer interactions in students. Embedded Systems is a... 相似文献
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