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The Oxbridge tutorial system was established in the 1800s at the University of Oxford and the University of Cambridge in the United Kingdom. [1] It is still practised today, and consists of undergraduate students being taught by college fellows, or sometimes doctoral students and post-docs [2]) in groups of one to three on a weekly basis.
At the two campuses of St. John's College, U.S. and a few other American colleges with a similar version of the Great Books program, a "tutorial" is a class of 12–16 students who meet regularly with the guidance of a tutor. The tutorial focuses on a certain subject area (e.g., mathematics tutorial, language tutorial) and generally proceeds ...
Tutorial instruction: 2.00 98 Teacher Reinforcement 1.2 Learner Feedback-corrective (mastery learning) 1.00 84 Teacher Cues and explanations 1.00 Teacher, Learner Student classroom participation 1.00 Learner Student time on task 1.00 Learner Improved reading/study skills 1.00 Home environment / peer group Cooperative learning: 0.80 79 Teacher
Many university courses relying on lectures supplement them with smaller discussion sections, tutorials, or laboratory experiment sessions as a means of further actively involving students. Often these supplemental sections are led by graduate students , tutors , teaching assistants , or teaching fellows rather than senior faculty .
LaSalle's invariance principle (also known as the invariance principle, [1] Barbashin-Krasovskii-LaSalle principle, [2] or Krasovskii-LaSalle principle) is a criterion for the asymptotic stability of an autonomous (possibly nonlinear) dynamical system.
the tutorial course, where one or a small number of students work on a topic and meet with the instructor weekly for discussion and guidance. the Directed Individual Study course, where a student requests to create and title an area of study for themselves which is more concentrated and in-depth than a standard course.
Such lectures are a key part of flip teaching in which the initial work of communicating the essentials of the topic is done by the video lesson. [2] [3] [4] A study shows that there is hardly any difference in correctly answered questions when students were divided into two groups that used either live lecture or video lecture. [5]
The lectures, at which Casimir Lewy was present, contain Wittgenstein's thoughts about aesthetics and religion, alongside a critique of psychoanalysis. Wittgensteinian fideism originates from the remarks in the Lectures. Eberhard Bubser, in the introduction, of the German edition states that: "Wittgenstein would surely have not approved this ...