Self-regulated learning as the enabling environment to enhance outcome-based education of undergraduate engineering mathematics
The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were imp...
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| 主要な著者: | , , , |
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| フォーマット: | 論文 |
| 出版事項: |
IGI Global
2014
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| 主題: | |
| オンライン･アクセス: | http://eprints.utm.my/id/eprint/59934/ http://dx.doi.org/10.4018/ijqaete.2014040104 |
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