In our e-Literate TV series on personalized learning, we heard several first-hand stories about the power of simple and timely feedback. As described in the New York Times, administrators at the University of California, Davis, became interested in redesigning introductory biology and chemistry courses, because most of the 45 percent of students who dropped out of STEM programs did so by the middle of their second year. These students are the ones who typically take large lecture courses.
***************************
You must be a subscriber to one of our EdTech Market Analysis plans to view this page.
https://mindwires.com/wp-content/uploads/2020/11/Formative-Feedback-Loops-UCD.jpg11831477Phil Hillhttps://mindwires.com/wp-content/uploads/2020/06/mindwireslrg-whitepad.pngPhil Hill2016-02-09 00:00:002020-11-20 13:40:12Making Lab Sections Interactive: More evidence on potential of course redesign