{"title":"反馈视角下的工程课程管理","authors":"J. Rowland","doi":"10.1109/FIE.1994.580516","DOIUrl":null,"url":null,"abstract":"Course management based on feedback system design principles to enhance student learning experiences is described in this paper. Structure, emphasis, projection, and review are interrelated in feedforward parallel, and feedback exercises. This management strategy for the design of courses has been tested and fine-tuned during several terms in undergraduate courses on circuits, control systems, and random signals. Materials and experiences from these three courses are presented to demonstrate key components.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"51 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Engineering course management from a feedback perspective\",\"authors\":\"J. Rowland\",\"doi\":\"10.1109/FIE.1994.580516\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Course management based on feedback system design principles to enhance student learning experiences is described in this paper. Structure, emphasis, projection, and review are interrelated in feedforward parallel, and feedback exercises. This management strategy for the design of courses has been tested and fine-tuned during several terms in undergraduate courses on circuits, control systems, and random signals. Materials and experiences from these three courses are presented to demonstrate key components.\",\"PeriodicalId\":288591,\"journal\":{\"name\":\"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94\",\"volume\":\"51 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1994-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/FIE.1994.580516\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/FIE.1994.580516","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Engineering course management from a feedback perspective
Course management based on feedback system design principles to enhance student learning experiences is described in this paper. Structure, emphasis, projection, and review are interrelated in feedforward parallel, and feedback exercises. This management strategy for the design of courses has been tested and fine-tuned during several terms in undergraduate courses on circuits, control systems, and random signals. Materials and experiences from these three courses are presented to demonstrate key components.
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