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The first is challenge-based learning/problem-based learning, the second is place-based education, and the third is activity-based learning. Challenge-based learning is "an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems ...
Educational research refers to the systematic collection and analysis of evidence and data related to the field of education. Research may involve a variety of methods [ 1 ] [ 2 ] [ 3 ] and various aspects of education including student learning, interaction, teaching methods , teacher training, and classroom dynamics.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with ...
The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty member to those within or outside the University and involves the rigor and application of disciplinary expertise, with results that can be shared with and/or evaluated by peers (i.e., Cooperative State Research ...
One example is a study on a project called GenScope, an inquiry-based science software application, which found that students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.
It is also argued that SoTL has become too broad in definition and is conflated with non-evidenced based teaching interventions and innovations. [23] Macfarlane claims SoTL damages the reputation of educational research, reinforcing a long-standing notion that educational research is of lower status compared to discipline-based research. [24]
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The project method is a medium of instruction which was introduced during the 18th century into the schools of architecture and engineering in Europe when graduating students had to apply the skills and knowledge they had learned in the course of their studies to problems they had to solve as practicians of their trade, for example, designing a monument, building a steam engine. [1]