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- W32129138 abstract "This chapter considers the usefulness of incorporating field-based learning from an undergraduate perspective based on course evaluations for three courses at different levels (introductory to upper-year) based at a Canadian university. Student perception is gauged to assess field-based learning in student pedagogy based on an experiential and active approach at different levels in the undergraduate curriculum. Both quantitative (scale-based) and qualitative (comment-based) feedback was acquired for courses at the second- and third-year level. A total of 1,194 scale-based (quantitative) responses are considered here in addition to the respective qualitative feedback. The results indicate that field-based learning is challenging, particularly for younger undergraduates, as they may require more application and have a greater workload. Nevertheless, students were generally positive in their responses to field-based learning." @default.
- W32129138 created "2016-06-24" @default.
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- W32129138 date "2014-01-01" @default.
- W32129138 modified "2023-10-16" @default.
- W32129138 title "Field-Based Learning in Undergraduate Geomorphology Courses" @default.
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- W32129138 doi "https://doi.org/10.1016/b978-0-444-63402-3.00009-1" @default.
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