Promoting broader use of research-based instructional strategies (RBIS) is a critical challenge in undergraduate engineering education [1]. Marzano et al. [2] quote work of Sanders and colleagues that analyzed more than 100,000 students across 1,000 schools to conclude that teachers are the principal factors in students' learning and also found that teachers can improve their effectiveness by using proven instructional strategies. In the recent times, many educators and researchers have proven utility of such proven strategies i.e. research-based instructional strategies (RBIS) [3, 4].
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