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Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator. 相似文献
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Brian Dick 《History & Technology》2017,33(1):126-151
AbstractRecombinant DNA technology was invented in 1973. Within a few years, molecular biologists began developing practical applications and establishing private companies to exploit them commercially. In 1978, Harvard biologist Walter Gilbert, one of the leading figures in the field, joined the founding scientific advisory board of a Swiss biotech startup called Biogen. He later became the company’s CEO. His participation helped Biogen recruit top scientific talent in the United States and Europe and encouraged many of his professional colleagues to follow his example and go into business. In this way, Gilbert became a linchpin in the formation of the contemporary biotechnology industry. Because his adventures in business were shaped by circumstances unique to the late twentieth century, Gilbert’s case adds a distinctive point of reference to studies of academic entrepreneurship. It also points to internal contradictions and conceptual ambiguities in neo-institutional accounts of research privatization. 相似文献
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