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<https://discovery.ucl.ac.uk/id/eprint/10181174> <http://purl.org/dc/terms/title> "Educational Implications for University Education through Analysing Learning Outcomes,\r\nTeaching-Learning Strategy and Assessment Strategy of Universities of the United Kingdom- Courses/Programs Related to Life Science"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10181174> <http://purl.org/ontology/bibo/abstract> "The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four components of knowledge and understanding, cognitive (intellectual) skills, practical skills and transferable/key skills. In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assessment strategies are consistently structured in the course/ programs in the field of biological sciences. The development of consistent and detailed specifications in the course/module descriptions such as learning outcomes, teaching & learning and assessment strategies would contribute to innovative higher education."^^<http://www.w3.org/2001/XMLSchema#string> .
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