The Bridge Course Design: Formative Assessment and Student-Centered Learning in Cross-Course Classrooms

Davies, John J.; Welch, Casey; Hargis, Jace

doi:10.20429/ijsotl.2008.020206

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…Teaching evaluation is an important measure for monitoring teaching quality. How to evaluate teaching objectively not only affects the fair operation of university teaching, but also seriously affects the exploration and cultivation of innovative talent [13,14]. The traditional teaching evaluation system focuses on the aspect of teachers' teaching, such as teaching attitude, teaching content, teaching methods, teaching effectiveness, and student evaluation.…”

Section: Introductionmentioning

confidence: 99%

Student-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Duan,

Dong,

Wang

2024

Sustainability

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As the core course of civil engineering, the teaching quality of bridge engineering and the learning effectiveness of students are crucial for the construction of bridge engineering. The traditional teaching of bridge engineering courses tends to be teacher-centered, with learning as a supplement, and therefore is commonly referred to as teacher-centered. This article analyzes the drawbacks of the teacher-centered teaching model and proposes a student-centered holographic teaching method in the teaching practice of bridge engineering courses. By reconstructing the learning content and constructing a holographic information field from a comprehensive perspective of digital, physical, and humanistic aspects, a teacher–student learning community guided by teachers and deeply participated in by students is established. From the perspective of integrating life experience, professional knowledge cognition, and engineering philosophy thinking, the learning effect of students is made high order, innovative, and challenging. The improved analytic hierarchy process (AHP) was used to evaluate the student-centered holographic teaching concept, and the results showed that adopting a multidimensional and multi-level holographic teaching method has great practical significance in promoting the establishment of student knowledge systems and the development of diversity.

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Section: Introductionmentioning

confidence: 99%

Student-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Duan,

Dong,

Wang

2024

Sustainability

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show abstract

“…Teaching evaluation is an important measure for monitoring teaching quality. How to objectively evaluate teaching not only affects the fair operation of university teaching, but also seriously affects the exploration and cultivation of innovative talents [12,13]. The traditional teaching evaluation system focuses on the aspect of teachers' teaching, such as teaching attitude, teaching content, teaching methods, teaching effectiveness, and student evaluation.…”

Section: Introductionmentioning

confidence: 99%

Students-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Duan,

Dong,

Wang

2023

Preprint

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The key to building a strong bridge country lies in talent, and the foundation lies in education. The cultivation of bridge engineering talents is related to the future and destiny of building a strong bridge country. This course adopts the educational philosophy of "holographic teaching method" centered on the comprehensive development of students, cultivating "engineering thinking" guided by engineering education certification, enhancing "abilities and qualities" through professional knowledge, reconstructing the course knowledge content system through engineering philosophy thinking, and implementing the ideological and political construction of the course in a multi-level unified manner of "explicit + implicit". Based on restructuring the course content system, we will strengthen the construction of diversified course resources, integrate theory with practice throughout the entire process of the course, practice the concept of "bridge architects + bridge engineers" parallel development, and cultivate cross-border and compound talents with comprehensive qualities of "engineering + art + humanities".

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“…Extended programmes and foundation courses have been established. Much attention has been devoted worldwide to innovative teaching and learning methods, and in particular to assessment (Boud, 1990, Butcher, Davies & Highton, 2006Davies, Welch & Hargis, 2008;Ederer, Schuller & Williams, 2008;Gibbs, 2006). These methods and accompanying philosophies have been formally adopted in university policies on teaching and learning, and are already in practice in South Africa (Wolpe, Badat & Barends, 1993;Scott et al, 2007).…”

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confidence: 99%

Academic Support for First-Year Social Work Students in South Africa

Collins

Breda

2014

Social Work

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The Bridge Course Design: Formative Assessment and Student-Centered Learning in Cross-Course Classrooms

Cited by 4 publications

References 9 publications

Student-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Student-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Students-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course

Academic Support for First-Year Social Work Students in South Africa

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