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Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires from the students to become more self-regulated while at the same time they need efficient feedback from lecturers to enact these self-regulated learning activities. In this paper we investigate whether at Delft University of Technology (TU Delft) student perceptions of lecturing behaviour is such as to stimulate student’s independent learning and whether self-regulated learning behaviour results in more active engagement with the learning materials.
Original languageEnglish
Title of host publicationCDIO 2019 proceedings
Publication statusPublished - 25 Jun 2019
Event15th International CDIO Conference - Aarhus, Denmark
Duration: 25 Jun 201927 Jun 2019

Conference

Conference15th International CDIO Conference
CountryDenmark
CityAarhus
Period25/06/1927/06/19

    Research areas

  • Math Education, Self directed learning, Blended education

ID: 56069284