Blar i forfatter Artikler, rapporter og annet (automasjon og prosessteknologi) "Takamine, Kaori"

Viser treff 1-4 av 4

    • Developing formative peer assessment in writing classes: focus on students’ perceptions 

      Takamine, Kaori (Conference object; Konferansebidrag, 2023-03)
      The literature of higher education has shown that formative peer assessment (FPA) promotes students’ learning across disciplines (Topping, 1998, Lynch et al. 2012, Li et al. 2019, among others). Despite the solid reported benefits, studies on an effective implementation of FPA are still limited in the literature (Nicol, Thomson, and Breslin 2014, Wanner and Palmer, 2018). A debilitating factor ...

    • Hvordan vi motiverer våre internasjonale ingeniørstudenter 

      Takamine, Kaori; Eilertsen, Randi; Dybdahl, Tone Harr; Holbø, Marianne (Conference object; Konferansebidrag, 2023)

    • Interactive teaching in an international preparatory language program; promoting some of the 21st century skills 

      Takamine, Kaori; Eilertsen, Randi; Holbø, Marianne; Dybdahl, Tone Harr (Conference object; Konferansebidrag, 2022-10)
      As the globalization has intensified, the future of engineering education may require its students to enhance the 21st century skills such as critical thinking, collaboration and communication skills (Riemer 2007, Gradin and Hirleman, 2009). In harmony with this, preparatory language programs for engineering studies must adopt educational methods that help students to cultivate such key skills. ...

    • Supporting students to prepare for higher education studies: Enhancing English writing skills with formative peer assessment 

      Takamine, Kaori (Conference object; Konferansebidrag, 2022-10)
      Studies report that writing skills of many beginner students in Norwegian higher education institutions are not adequately developed, showing a lack of critical thinking and referencing technique and a poor requisite language ability (Lødding and Aamodt 2015, Wollcheid et al. 2020). Literature also shows that a traditional lecture setting does not help students to enhance their learning autonomy ...