Case study questions and answers (module 2)

Teaching and learning styles are, by their very nature, changing and in recent years there has been a noticeable move from lecture-based activities towards more student-centred activities. Case studies are an increasingly popular form of teaching and have an important role in developing skills and knowledge in students. This guide explores the use of the case-based approach to support engineering education and, more specifically, their role in Materials Science related Higher Education courses. This will include looking at the 'traditional' Materials Science and Engineering courses as well as the more multidisciplinary courses e.

Case study questions and answers (module 2)

For instance, in a study conducted on the feedback received from students who had participated in a Flipped Classroom teaching module for college English reading, the following results were derived: A college reading empirical study identifies Flipped Classroom's approach at including all forms of learning i.

Such students would still have the foundational information of the course at hand via online. This will, in turn, make them better prepared for future, more difficult courses. For students, there exists a ' digital divide '. Not all families are from the same socio-economic background, and thus access to computers or video-viewing technology outside of the school environment is not possible for all students.

This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours [41] Additionally, some students may struggle due to their developing personal responsibility. In a self-directed, home learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers [41] [42] [43] Others argue that the flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens.

Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are long. Students may not learn best by listening to a lecture, and watching instructional videos at home is still representative of a more traditional form of teaching.

Critics argue a constructivist approach would be more beneficial. Increased preparation time is initially likely needed, as creating high quality videos requires teachers to contribute significant time and effort outside of regular teaching responsibilities.

Some students do not completely understand the rationale behind the flipped classroom. Also, some students are unfamiliar with the arrangement of this education technique.

Both of these things can affect the efficacy of the flipped classroom. In multiple classrooms, short videos about the current medical topic, rheumatologythat was being taught in the class were created and uploaded to youtube or emailed to students for a medical class.

The students were to watch the videos before attending lecture.

Case study questions and answers (module 2)

The lecture class was then used to focus on application of the material learned in the videos through case studies and activities in order to give students a more interactive type of learning in the classroom. The flipped classroom method of teaching was implemented in an English reading course[ where?

Teaching through audio outside of the classroom was utilized through videos paired with information slides. Online resources were also supplied. The videos supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class.

Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests in order to assess a student's understanding of video material.

In one instance, the flipped classroom technique was implemented in a physics classroom[ where? The pre-Lecture videos were not made specifically by the teacher, but instead they were downloaded from other databases like Ted, Youtubeand Khan Academy. Before class, students were supposed to watch the video lecture, take a quiz, and write down any questions they had.

During class, the information in the videos was applied to questions through group discussion activities and hands-on simulations. Students were also encouraged to attend other public lectures about soil physics to gain more information.

Porter’s Five Forces

In a chemistry class[ where? In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, order and technique were implemented.

Study materials for tests were administered through the videos in order to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for chromatography and electrophoresisbut the traditional classroom teaching method was used for the topics of absorbance and emission and spectroscopy.

The lecture videos went over the theory, instrumentation and explanation of the flipped topics.

What to take to your test

Administered exams for the flipped topics were then based more on what was done in class than the lecture videos. The flipped classroom [48] is used for a Numerical Methods course[ where?Sep 06,  · This app contains all the preparation materials needed to pass the Module 2 Driver CPC Case Study Test.

Now you can prepare for your test anytime, anywhere with the ONLY app available for Module 2 containing the LARGEST database of professionally written CPC questions available for LGV and PCV drivers/5(95).

Module 2: Communication Aim, rational and outcomes Pre-Test. It is recommended that you: Take the Pre-test. (The Pre-Test includes 12 multiple choice questions. Guidance for Industry M4: The CTD — General Questions and Answers U.S. Department of Health and Human Services Food and Drug Administration Center for Drug Evaluation and Research (CDER). Online homework and grading tools for instructors and students that reinforce student learning through practice and instant feedback.

case identification and year. respondent background variables. personal and family information. attitudinal measures - national problems. personal concerns. The module 2 case studies test involves a series of questions which are based on real life scenarios that a student may encounter during their day to day work as the driver of a large goods vehicle.

Comprehensive NCLEX Questions Most Like The NCLEX

The test is made up of seven case studies consisting of between questions. A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom.

In a flipped classroom, students watch online lectures, collaborate in online. Before we look at individual Cases, it is important to begin by looking at analysis frameworks that commonly can be used to address Case Study questions. The Stochastic Dual Dynamic Programming (SDDP) algorithm was the first PSR product moved to the cloud.

Based on scientific calculations of the hydrothermal resources of an energy system and other factors, SDDP introduces a time-coupling relationship between operation decisions and .

TBI Staff Training: SELF-STUDY: Module 2 - Communication