• Corpus ID: 2071652

Evidence for the Efficacy of Research-based Instructional Strategies

  title={Evidence for the Efficacy of Research-based Instructional Strategies},
  author={Jeffrey E. Froyd},
This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning. 


Assessment and Classroom Learning
ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students
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A new strategy has been developed to credibly assess the effects of curriculum reform on student competence. In order to implement the strategy, a comparative assessment was performed between the
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Recent research indicates that traditional academic structures may not effectively promote self‐directed learning. We investigated whether an experiential interdisciplinary projects program, called
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Learning Strategy Growth Not What Expected After Two Years through Engineering Curriculum
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Does problem‐based learning work? A meta‐analysis of evaluative research
  • D. T. Vernon, R. Blake
  • Medicine
    Academic medicine : journal of the Association of American Medical Colleges
  • 1993
The results generally support the superiority of the PBL approach over more traditional methods in problem-based learning.
Assessing Readiness for Self-directed Learning
IntroductionThe ABET engineering accreditation criteria bring lifelong learning to the forefront for all engineering educators. In the past, our role in lifelong learning was primarily offering